An Establishing Operation for Academic Response Acquisition

Motivation is key to all instructional effectiveness
and is perhaps more difficult to create with children
who have developmental disabilities. The study
discussed in this monograph tested the effects of an
establishing operation procedure on subsequent
academic responding of 6 children with autism. The
procedure, sampling, consisted of delivering verbal
and social play prior to instructional sessions
compared to sessions not preceded by sampling. These
were compared using a multiple elemental experimental
design. The findings showed a functional relationship
between the pre-instructional sampling session and
correct responding that occurred during subsequent
academic instruction. The results of the study are
meaningful as it presents a method for increasing
motivation for accuracy in the learning of new skills
for children with autism.