The principle of motivation has resurfaced as an independent variable in the field of behavior analysis over the past 20 years. The increased interest is the result of the refinements of the concept of the motivating operation and its application to the learning needs of persons with developmental disabilities. Notwithstanding the increased emphasis upon modification of motivating operations to reduce problem behavior, the autism treatment literature currently reflects limited recognition of this important behavioral variable. This paper provides an overview of antecedent based instructional modifications that lead to a reduction of escape and avoidance behavior of children with autism during instruction. An analysis of these instructional methods as motivating operations is proposed. A conceptually systematic analysis of the influence of instructional methods is offered as a tool for improving the selection and implementation of effective teaching procedures. (Contains 2 figures.)