Motivation
a learner engages in a certain behavior, and is very relevant to understanding challenging behaviors. When we understand what a person is motivated to obtain (attention, a desired object, a break from instructional demands), we can reorganize the environment. We can provide motivating things in the absence of challenging behavior and teach the learner ways to appropriately request them. Technically speaking, motivation is often called an “establishing operations” (EO) or a “motivational operation” (MO). They are events with to properties: 1. a reinforcer-establishing effect that establishes what is reinforcing in the moment 2. an evocative effect that evokes a particular response In simple terms, an EO determines what is wanted and influences what the individual does to get the desired item. Here’s an example with an adolescent with autism. Jason has been outside on a hot day. He gets thirsty and desires water (the reinforcer-establishing effect). We now have established water as a potential reinforcer. The second property, called an evocative effect, is demonstrated when Jason does something to obtain that reinforcer (water). He might take his teacher’s hand and lead her to the water fountain. He also might give her a picture of a glass of water. Thus, the same reinforcer could evoke different response at different times or for different people. Responses that have been successful in the past are more likely to occur than other responses.
Motivation is the heart and soul of ABA. Behavior analysts want to know what a person is motivated by, what interests her, and what she experiences as fun. The old cliché is true: different strokes for different folks. Perhaps you enjoy a good meal of Italian food while another person prefers a backyard barbeque. The same is true for learners with autism. Motivation is individually determined and best understood by observing the person and his/her choices. It also is important to keep in mind that motivation can change on a moment-to-moment basis. Even though you like a good barbeque, you probably wouldn’t want one every night of the week. Here’s another example: sometimes you prefer to listen to calm music and other times to loud, upbeat music. To maximize the learner’s fun and performance, behavior analysts encourage him/her to make choices and incorporate these preferences into the teaching interaction. This moment-to-moment analysis of the learner’s motivation can seem like a lot of hard work, which goes above and beyond the standard curriculum and typical teaching strategies. So, why is this important and worthwhile? When equipped with this information, behavior analysts can offer fun activities, interesting objects, and desirable items to the learner. The learner then associates the instructor with those fun and desirable items and activities. This often is called pairing yourself with reinforcement. It is the essence of making learning fun and of building a positive association with the instructor. The instructor becomes the source of fun and desirable items, the person who gives squishy balls, teddy grahams, hugs, high fives, trips to the playground, and giggles.
Motivation also is about understanding why ABA Principles & Methods
12
Made with FlippingBook - Online catalogs