A Preliminary Examination of Motivating Operation and Reinforcer Class Interaction

Jonathan W. Ivy; Nancy A. Neef; James N. Meindl; Neal Miller

doi:10.1002/bin.1436

A Preliminary Examination of Motivating Operation and Reinforcer Class Interaction

Jonathan W. Ivy, Nancy A. Neef, James N. Meindl, Neal Miller

School of Behavioral Sciences & Education (Harrisburg)

Research output: Contribution to journal › Article › peer-review

2 Scopus citations

Abstract

The interaction effects between motivating operations and reinforcer classes were evaluated using a superordinate multielement design. Two individuals with developmental disabilities participated. Participants were exposed to a motivating operation condition-pre-session access until rejection or pre-session restriction for 24h-followed by a reinforcer assessment, in which the reinforcer response requirements progressively increased. Reinforcers, stimuli representative of primary, conditioned, and token reinforcers, were available on alternating sessions. The results showed that pre-session access and restriction produced reliable evocative and abative effects across reinforcer classes. For one of the participants, the effectiveness of the motivating operation appeared to be influenced by the reinforcer class. The interaction effects between motivating operations and reinforcer classes are discussed.

Original language	English (US)
Pages (from-to)	180-194
Number of pages	15
Journal	Behavioral Interventions
Volume	31
Issue number	2
DOIs	https://doi.org/10.1002/bin.1436
State	Published - Apr 1 2016

All Science Journal Classification (ASJC) codes

Developmental and Educational Psychology
Clinical Psychology
Arts and Humanities (miscellaneous)
Psychiatry and Mental health

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This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1002/bin.1436

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@article{b750d31d6e2045dfa21b6620d239c7ad,

title = "A Preliminary Examination of Motivating Operation and Reinforcer Class Interaction",

abstract = "The interaction effects between motivating operations and reinforcer classes were evaluated using a superordinate multielement design. Two individuals with developmental disabilities participated. Participants were exposed to a motivating operation condition-pre-session access until rejection or pre-session restriction for 24h-followed by a reinforcer assessment, in which the reinforcer response requirements progressively increased. Reinforcers, stimuli representative of primary, conditioned, and token reinforcers, were available on alternating sessions. The results showed that pre-session access and restriction produced reliable evocative and abative effects across reinforcer classes. For one of the participants, the effectiveness of the motivating operation appeared to be influenced by the reinforcer class. The interaction effects between motivating operations and reinforcer classes are discussed.",

author = "Ivy, {Jonathan W.} and Neef, {Nancy A.} and Meindl, {James N.} and Neal Miller",

note = "Funding Information: This research was supported in part by a grant from the U.S. Department of Education, OSEP (H325DO60032), N. A. Neef, principal investigator. This study is based on the doctoral dissertation of the first author. We would like to thank Helen Malone and Ralph Gardner for their insightful contributions on an early version of the manuscript. James N. Meindl and Neal Miller are now at The University of Memphis. Publisher Copyright: {\textcopyright} 2016 John Wiley & Sons, Ltd.",

year = "2016",

month = apr,

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doi = "10.1002/bin.1436",

language = "English (US)",

volume = "31",

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AU - Ivy, Jonathan W.

AU - Neef, Nancy A.

AU - Meindl, James N.

AU - Miller, Neal

N1 - Funding Information: This research was supported in part by a grant from the U.S. Department of Education, OSEP (H325DO60032), N. A. Neef, principal investigator. This study is based on the doctoral dissertation of the first author. We would like to thank Helen Malone and Ralph Gardner for their insightful contributions on an early version of the manuscript. James N. Meindl and Neal Miller are now at The University of Memphis. Publisher Copyright: © 2016 John Wiley & Sons, Ltd.

PY - 2016/4/1

Y1 - 2016/4/1

N2 - The interaction effects between motivating operations and reinforcer classes were evaluated using a superordinate multielement design. Two individuals with developmental disabilities participated. Participants were exposed to a motivating operation condition-pre-session access until rejection or pre-session restriction for 24h-followed by a reinforcer assessment, in which the reinforcer response requirements progressively increased. Reinforcers, stimuli representative of primary, conditioned, and token reinforcers, were available on alternating sessions. The results showed that pre-session access and restriction produced reliable evocative and abative effects across reinforcer classes. For one of the participants, the effectiveness of the motivating operation appeared to be influenced by the reinforcer class. The interaction effects between motivating operations and reinforcer classes are discussed.

AB - The interaction effects between motivating operations and reinforcer classes were evaluated using a superordinate multielement design. Two individuals with developmental disabilities participated. Participants were exposed to a motivating operation condition-pre-session access until rejection or pre-session restriction for 24h-followed by a reinforcer assessment, in which the reinforcer response requirements progressively increased. Reinforcers, stimuli representative of primary, conditioned, and token reinforcers, were available on alternating sessions. The results showed that pre-session access and restriction produced reliable evocative and abative effects across reinforcer classes. For one of the participants, the effectiveness of the motivating operation appeared to be influenced by the reinforcer class. The interaction effects between motivating operations and reinforcer classes are discussed.

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JO - Behavioral Interventions

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A Preliminary Examination of Motivating Operation and Reinforcer Class Interaction

Abstract

All Science Journal Classification (ASJC) codes

UN SDGs

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