Motivation Assessment Scale II : An Example and Guide

Every individual has unique motivations that drive their behavior. However, when certain behaviors—like resistance, disengagement, or acting out—stand in the way of progress, it becomes essential to understand the “why” behind them. This is where the Motivation Assessment Scale II (MAS II) comes into play.

The MAS II is a proven tool designed to help identify the root causes of challenging behaviors. Whether the motivation stems from sensory needs, the desire to escape demands, seeking attention, or pursuing tangible rewards, the MAS II offers deep insights into what truly drives your clients’ actions. With this knowledge, you’ll be empowered to create more effective, personalized interventions that foster growth and success.

In this blog, we’ll dive into how the MAS II works and how you can use it to refine your coaching strategies and enhance client outcomes. Let’s explore the potential of understanding motivation to unlock lasting change.

What is the Motivation Assessment Scale II?

The Motivation Assessment Scale II (MAS II) is a powerful behavioral assessment tool designed to help you identify the underlying motivations driving your clients’ behaviors. Developed by Drs. Gregory P. Durand and R. Crimmins in the 1980s and later revised to its current 57-question format, the MAS II is used widely in clinical and educational settings to understand whether behaviors are triggered by sensory needs, the desire to escape certain situations, attention-seeking, or the pursuit of tangible rewards.

The MAS II is structured around four core subscales—Attention, Escape, Sensory, and Tangible—that pinpoint specific behavioral triggers. This tool helps you uncover what’s truly motivating your client’s actions, enabling you to craft interventions tailored to their unique needs. 

MAS II Structure and Subscales

The MAS II assesses four primary motivations that are often at the root of challenging behaviors. Understanding these subscales will empower you to pinpoint the causes behind your client’s actions, giving you the insights you need to offer effective interventions. Here are the four key motivations:

1. Attention

Attention-seeking behaviors arise when individuals want to be noticed, whether for positive or negative reasons. This can include engaging in disruptive actions to grab your focus, or exaggerated behaviors to ensure they are the center of attention during sessions. By recognizing these patterns, you can address the need for attention in a structured way.

2. Escape

Behaviors driven by the need to escape often occur when a client is faced with unpleasant tasks or situations. These might include avoiding tasks or showing resistance to engaging in certain activities. Identifying these behaviors allows you to create strategies that reduce aversive stimuli or provide opportunities for breaks.

3. Sensory

Some clients engage in behaviors to satisfy sensory needs, seeking either soothing or stimulating experiences. This could involve repetitive movements or seeking specific textures or sounds. Recognizing these behaviors helps you implement sensory-friendly interventions like breaks or calming activities to meet sensory needs.

4. Tangible

The desire for tangible rewards, such as toys or privileges, can motivate certain behaviors. For example, a client might act out to gain access to a desired item or resist participating in activities until a reward is promised. Understanding this motivation allows you to use reward-based systems effectively to encourage desired behaviors.

Scoring Process: How it Works

Once you’ve completed the MAS II questionnaire (a structured tool designed to evaluate behavior motivations), the next step is scoring. Participants or caregivers rate the frequency of the behaviors on a Likert scale from 0 to 6:

• 0: Never
• 1: Almost Never
• 2: Seldom
• 3: Half the Time
• 4: Usually
• 5: Almost Always
• 6: Always

After collecting the responses, you’ll calculate the average score for each of the four subscales (Attention, Escape, Sensory, and Tangible). These average scores reveal the most prominent motivation behind the individual’s behavior.

For example, if the Escape subscale has the highest score, it suggests that the person is likely acting out to avoid certain demands. On the other hand, if the Sensory subscale tops the list, it indicates that sensory input plays a significant role in the behavior. This ranking provides valuable insights into how to address the client’s behaviors and guide your intervention strategies.

Difference Between MAS and MAS II

Aspect	MAS (Motivation Assessment Scale)	MAS II (Motivation Assessment Scale II)
Number of questions	16	57
Target audience	Primarily for individuals with developmental disabilities	Broader scope, including individuals with developmental disabilities, in educational and coaching settings
Psychometric properties	Basic psychometric properties	Improved psychometric properties, more reliable
Assessment focus	General behavioral patterns and motivational causes	Specific focus on 4 motivations: Attention, Escape, Sensory, Tangible
Scoring and interpretation	Simpler scoring and less detailed insights	Nuanced scoring system for actionable insights
Use in practice	Mainly used by therapists and clinicians	Used by therapists, coaches, educators, and behavioral analysts
Development	Developed in the 1980s	Updated version with refinements for broader application

How does the Motivation Assessment Scale II Work?

The Motivation Assessment Scale II (MAS II) is a reliable tool that consists of 57 questions divided into five subscales. These questions are scored on a scale of 0 to 6, each representing how motivated the individual is towards specific activities. Here’s how you can effectively use the MAS II in your practice:

Step 1: Download the MAS II

Get started by downloading the Motivation Assessment Scale directly from the link below.

Download the Motivation Assessment Scale Template

Step 2: Explain the assessment to your patient

Before administering the assessment, take the time to explain its purpose, how it works, and what your patient can expect from the results. This will ensure that they understand the process and feel comfortable with it.

Step 3: Answer the questions

Go through each question on the scale, providing responses between 0 and 6. These numbers represent how motivated the individual is to engage in specific activities or behaviors, with 0 meaning no motivation and 6 indicating the highest level of motivation.

Step 4: Score the responses

Once all the questions are answered, score the responses by adding up the answers for each subscale and dividing by the total number of questions for that subscale. The average score for each subscale will provide a ranking of motivations, with 1 being the most important and so on. This helps you determine which motivations are most relevant to the individual.

Step 5: Assess the results

Review the results to understand the individual’s underlying motivations. By analyzing the subscales, you can identify what drives their behavior and tailor interventions accordingly.

Step 6: Implement a plan

With a clearer understanding of the individual’s motivations, you can now design a personalized plan that helps them achieve their goals. This plan can incorporate strategies aligned with their key motivational factors, increasing the likelihood of success.

When would you typically use a Motivation Assessment Scale?

The Motivation Assessment Scale II can be a valuable tool in various therapeutic contexts to better understand your client’s behaviors. Consider using the MAS II when:

• When your client exhibits challenging behaviors
  The MAS II helps identify the underlying causes of these behaviors, guiding you to develop more effective interventions.
• When you need to uncover the individual’s core motivations
  The MAS II provides insights into the factors driving your client’s actions, such as attention, escape, sensory needs, or rewards, helping you understand their behavior more clearly.
• When assessing strengths and weaknesses in motivation
  The MAS II aids in identifying the client’s motivational strengths and areas for improvement, enabling you to tailor interventions to their specific needs.
• When designing a behavior plan with positive reinforcement
  By understanding a client’s motivations, you can create a behavior plan focused on positive reinforcement, increasing the chances of achieving desired outcomes.

How to Interpret MAS II Scores

Once you’ve administered the Motivation Assessment Scale II (MAS II) and gathered responses, the next step is to interpret the scores. This is where the insights you’ve collected from your client can help shape your intervention strategies. 

In this section, we’ll break down how to score and rank motivation functions, explain the significance of high vs. low scores for each subscale, and provide guidance on how to use these scores to create targeted, effective interventions for your clients.

1. Understanding High vs. Low Scores

High Scores (4-6): If a subscale (e.g., Attention, Escape, Sensory, or Tangible) consistently scores high, it indicates that the corresponding motivation is a strong driving force behind the individual’s behavior. A high score signifies that this specific motivation likely plays a significant role in the client’s actions and interactions.

For example, if the Escape subscale has the highest score, it suggests that your client may engage in behaviors primarily to avoid tasks or situations. This could be a signal that they find certain activities overwhelming or frustrating, and thus they attempt to escape by acting out.

Low Scores (0-2): A low score on a subscale indicates that this motivation is unlikely to be a significant factor driving the behavior. If the Tangible subscale scores very low, for instance, it’s less likely that the person’s behavior is influenced by the desire to gain specific items or activities.

Understanding low scores is equally important, as it can help you rule out certain types of interventions. For example, if sensory needs aren’t a primary concern, you can focus your efforts on other strategies.

Ranking subscales

Once all questions are answered, average the scores for each subscale (Attention, Escape, Sensory, and Tangible). The subscale with the highest score will be ranked as the primary motivation, while the subscales with lower scores will be secondary motivations.

For example:

• Primary Motivation: Sensory (average score = 5.0)
• Secondary Motivation: Escape (average score = 3.5)
• Tertiary Motivation: Tangible (average score = 2.1)
• Least Likely Motivation: Attention (average score = 1.0)

The ranking helps you pinpoint which motivational function should be prioritized in your intervention strategy.

2. Practical Application: Behavior Management and Intervention

Once you’ve identified the primary motivational function based on the scores, the next step is to align your interventions with the identified motivation. This ensures that the interventions are not only relevant but also tailored to your client’s specific needs.

Sensory: If the Sensory subscale is the primary motivator, it suggests that your client may engage in behaviors that provide sensory feedback (e.g., certain textures, movements, sounds, etc.). Interventions may include providing sensory activities that are calming or stimulating, depending on the client’s needs. Examples:

• Provide sensory breaks or activities (e.g., fidget toys, listening to calming music, deep pressure).
• Offer opportunities for engaging in sensory-rich activities like drawing, jumping on a trampoline, or playing with sensory bins.

Escape: When Escape is the primary motivation, the client may exhibit behaviors to avoid or escape from certain tasks or demands. In such cases, interventions should focus on reducing demands and offering alternatives. Examples:

• Break tasks into smaller, more manageable steps to reduce overwhelming feelings.
• Provide clear expectations and allow breaks to prevent frustration and escape behaviors.
• Use positive reinforcement to encourage the completion of tasks, ensuring the environment is less overwhelming.

Attention: If Attention is the driving force, your client may engage in behaviors to receive social attention, either positive or negative. Your intervention strategy should focus on teaching and reinforcing appropriate ways to gain attention. Examples:

• Teach your client to use words or appropriate behaviors to request attention.
• Reinforce positive behaviors with praise or rewards when the client engages appropriately.
• Set clear boundaries regarding attention-seeking behaviors, ensuring that unwanted behaviors are ignored.

Tangible: When the Tangible subscale is the primary motivation, your client’s behavior is likely driven by the desire to obtain specific items or privileges. In this case, use interventions to teach delayed gratification and alternative ways to access preferred items. Examples:

• Implement a token economy system where the client can earn tokens for appropriate behaviors, which can then be exchanged for desired items.
• Use positive reinforcement to motivate the client to engage in tasks, with tangible rewards offered once the task is completed.

Benefits of Using the Motivation Assessment Scale 

The Motivation Assessment Scale II (MAS II) is a reliable tool for you as a behavioral therapist. It helps you identify the underlying motivations behind your clients’ challenging behaviors, such as sensory needs, escape, attention-seeking, or tangible rewards. By understanding these motivations, you can create more personalized and effective interventions. The MAS II allows you to craft strategies that drive meaningful progress for your clients.

Identifies root causes of behaviors

• Helps uncover underlying motivations (e.g., sensory needs, escape, attention, tangible rewards).
• Provides insights into why behaviors occur, allowing for more targeted interventions.

Personalizes interventions

• Customizes strategies based on the individual’s primary motivation.
• Increases the effectiveness of behavior management by addressing motivations, not just behaviors.

Enhances behavior understanding

• Provides a clearer understanding of complex behaviors.
• Empowers therapists/coaches to design interventions that are proactive and preventative, rather than reactive.

Effective for diverse clientele

• Useful for individuals with developmental disabilities, behavioral disorders, or those in educational settings.
• Works across a wide range of ages and behaviors, from classroom settings to therapy sessions.

Streamlines behavior assessment

• Simplifies the process of behavior assessment with a straightforward, easy-to-use tool.
• Saves time in identifying key behavioral patterns, leading to quicker, more effective interventions.

Common Challenges and Misinterpretations

While the Motivation Assessment Scale II (MAS II) is a powerful tool, there are common challenges that you, as a therapist or coach, should be aware of when administering and interpreting the results.

1. Inconsistent Behavior Descriptions or Unclear Target Behaviors

One of the most critical aspects of using the MAS II effectively is identifying a clear and specific target behavior. If the behavior you’re assessing is too vague or unclear—like “bad behavior” or “acting out”—it will be difficult to interpret the results accurately. For example, instead of just saying “disruptive behavior,” describe the specific actions: “Tantrums when asked to complete homework” or “Refusal to participate in group activities.” Being precise helps you gather meaningful data that leads to better insights.

2. Challenges in Interpreting Overlapping Motivations

Many behaviors are driven by multiple motivations at once. For example, a client might engage in disruptive behavior to escape a difficult task but also seek attention from others. This overlap can make it tricky to pinpoint a single dominant motivation. To address this, pay attention to the context and frequency of each motivation. If you notice that “Escape” ranks highest in the MAS II subscales, that could indicate that avoidance is the primary motivation. However, also consider whether attention-seeking behaviors might be influencing the situation. It’s about identifying patterns and using the highest-ranked subscale to guide your understanding.

3. Overcoming Biases in the Assessment

The MAS II relies on subjective ratings, and this can introduce personal biases. For example, you might rate certain behaviors higher or lower based on your own experiences, expectations, or interpretations of the situation. To minimize bias, it’s crucial to gather input from multiple raters, such as parents, teachers, or other individuals who interact with the client. This broadens the perspective and helps you obtain a more balanced, accurate assessment. Regularly reflect on your potential biases and review the results in the context of the broader behavioral patterns to keep your analysis objective.

Conclusion

Understanding the motivations behind behaviors is essential for effective coaching and intervention. The Motivation Assessment Scale II offers valuable insights into whether behaviors are driven by attention, escape, sensory needs, or tangible rewards. This helps you create personalized strategies that address each client’s unique needs, leading to more effective and lasting outcomes.

Incorporating the MAS II into your toolkit enables more informed decision-making and improves client success, whether you’re managing behaviors, setting goals, or enhancing motivation. Discover how Simply.Coach, an all-in-one HIPAA-compliant therapy practice management software, can enhance your therapeutic practice. Learn more about our platform and elevate your coaching effectiveness by scheduling a demo or signing up for a 14-day free trial today.