Motivating

Operations
Presented by Makenzie Lay
What are Motivating Operations?

According to Cooper et al. (2007), motivating

operations are environmental factors that change
the stimulus, object, or event's ability to reinforce
or punish behavior. The frequency with which
certain stimuli, items, or events have reinforced or
punished a behavior is affected by these
operations. Basically, based on how they affect the
value of the reinforcer or punisher, MOs can either
make a behavior more likely to occur or less likely.
 MOs in ABA
Generalization and
Behavior Management Individualized Reinforcement Interfering Behavior Maintenance
Two of the most important
MOs have an important impact For some individuals,
objectives of ABA are
on how people behave. In ABA, reinforcement is a key engaging in interfering
generalization and maintenance.
Behavior analysts can create component of behavior behaviors serves as a
Behavior analysts can more
behavior management modification. MOs have an function, such as gaining
effectively identify pertinent
strategies that are more impact on reinforcers' efficacy, attention or escaping
stimuli and contexts that may
successful by recognizing and which in turn affects their value unpleasant circumstances.
impact behavior outside of the
comprehending the and behavioral impact. Behavior analysts can lessen
treatment setting by having a
environmental factors that Behavior analysts can choose the need for reactive
better understanding of MOs.
affect the efficacy of reinforcers and use reinforcement strategies by implementing
Behavior analysts can encourage
and punishers. With this techniques that are more likely proactive interventions to
the generalization and
knowledge, antecedents and to result in the desired stop interfering behavior
maintenance of behavior change
consequences can be precisely behavior change by having a from starting in the first
across a range of contexts and
manipulated to reward positive better understanding of MOs. place by identifying the MOs
circumstances by taking MOs into
behavior and discourage that contribute to its
account when planning
negative behavior. occurrence.
interventions.
 Classification
of MOs

Establishing Abolishing
Operations (EOs) Operations (AOs)
Establishing Abolishing
Operations Operations
EOs are environmental
AOs refer to environmental
events or conditions that
variables or events that
increase the effectiveness
temporarily decrease the
of a particular reinforcer,
reinforcing effectiveness of
thereby increasing the
a stimulus, making the
likelihood of a behavior
associated behavior less
that has been reinforced by
likely to occur.
that reinforcer.
 Application in ABA
Enables behavior analysts to control environmental factors in an efficient
manner
Behavior analysts can strategically introduce or enhance reinforcers to
encourage desired behaviors by identifying and manipulating EOs.
Behavior analysts can decrease the likelihood of problem behavior by identifying
and addressing AOs, which in turn lessens the effectiveness of the stimuli linked
to problem behavior.
Enables behavior analysts to create focused interventions that take advantage
of environmental factors to successfully modify behavior.
 Altering
Effects
Value-Altering Effect
MOs, according to Cooper et. al
(2020), are contextual factors that
change a stimulus's ability to
reinforce or punish behavior, hence Behavior-Altering Effect
affecting the value of a certain
outcome. This is categorized into
three altering effects:
Function-Altering Effect
 Value-Altering
Effects

Value-altering effects are defined in

Example:
Applied Behavior Analysis (ABA) as the
When food is scarce, it becomes more
impact of motivational operations (MOs)
valuable as a reinforcer, increasing the
on the effectiveness of rewarding or
likelihood that behaviors would take
punishing stimuli, hence affecting the place that involve obtaining food.
value of a certain result.
 Behavior-Altering
Effects
Behavior-altering effects, as used in
Applied Behavior Analysis (ABA), describe Example:
the impact that motivational operations A learner often throws tantrums in order
(MOs) have on the frequency, intensity, or to get their favorite toy. Under these
type of behavior. Motivating operations circumstances, the toy's deprivation acts

change the effectiveness of as a motivating factor, raising the toy's

value as a reinforcer. Because of this, the
consequences linked to a behavior, which
learner is more likely to engage in
can either raise or reduce the chance of
tantrums when her favorite toy is taken
that behavior happening. away from her.
 Function-Altering
Effects
Example:
Function-altering effects, as used in A learner often exhibits attention-seeking behaviors in
Applied action Analysis (ABA), describe a classroom setting. If the child receives attention
consistently throughout the day, the motivating
how motivational operations affect the
operation of attention deprivation is low, and the
goals or functions of action. In essence, behavior may occur less frequently. On the other hand,
function-altering effects modify the the attention deprivation mechanism becomes more
motivating if there is an abrupt drop in attention from
motivation behind why an individual
teachers or classmates because of a shift in the
engages in a certain behavior. classroom setting or other circumstances. As a result,
the learner could act in ways that are more attention-
seeking in an effort to get the attention they want,
changing the behavior's purpose from seeking to
retaining attention.
 Value of
Stimuli
Motivating operations (MOs) in Applied Behavior Analysis (ABA) are environmental factors that change a stimulus's ability to
reinforce or punish behavior. Unconditioned motivating operations (UMOs) and conditioned motivating operations (CMOs) are
the two primary categories of motivating operations.

Unconditioned Conditioned
Motivating Motivating
Operations Operations
(UMOs): (CMOs):
Unconditioned Motivating Conditioned Motivating
Operations (UMOs) Operations (CMOs)

UMOs are physiological or biologically based

motivating operations that are not taught. They have
CMOs are conditioning-based and experience-based

to do with the person's physiological requirements motivators that make their way into an individual's
and fundamental necessities. behavior through learning.

Example:
When someone is denied access to a certain stimulus or event for a Types of CMOs:
while, the stimulus's ability to reinforce itself is strengthened. Food
Surrogate
becomes more reinforcing when someone goes for hours without
eating, for example, due to food scarcity. Reflexive
Satiation: When someone has recently ingested a significant
Transitive
quantity of a certain stimulus, the stimulus's ability to reinforce
behavior is diminished. For example, satiation following a
substantial meal may make food less reinforcing.
 CMOs
Surrogate CMO (CMO-S): Reflexive CMO (CMO-R): Transitive CMO (CMO-T):
A stimulus that has been combined A reflexive CMO is a stimulus A stimulus change that designates
with an unconditioned motivational modification that modifies the intensity another stimulus as a reward or a
operation and, as a consequence, of a different stimulus and elicits a punishment and elicits behavior that
possesses motivating qualities is known response with an equivalent effect to has previously produced that reward or
as a surrogate CMO. For instance, a bell the stimulus modification. For example, punishment is known as a transitive
that rings prior to dinner and is when a storm is approaching, a loud CMO. For instance, when a job
associated with starvation can develop noise (CMO-R) may cause people to advertising (CMO-T) conveys the
into a CMO-S, indicating that food is take action to get to safety or shelter. possibility of employment, which is
available. rewarding, it may elicit action intended
to apply for the position.
Motivating Operations and Punishment

Motivating operations (MOs) in Applied Behavior Analysis

(ABA) are environmental factors that change a stimulus's
ability to reinforce or punish behavior. In the context of
punishment, motivating operations are important
because they influence how well punishing stimuli work
and how likely it is that behavior will change.

Punishment includes a stimulus either presented or

removed, which decreases the chance that the behavior
will occur in the future. Depending on how they relate to
the conduct and the learner's past, punishers can be
categorized as conditioned or unconditioned.
 Conditioned vs.
Unconditioned punishers
Unconditioned Punishers: Stimuli that, Conditioned Punishers: Stimuli that become
without prior learning, naturally and innately punitive by virtue of their relationship with
reduce the chance of a behavior occurring other punitive stimuli or events. These stimuli
are known as unconditioned punishers. These are not intrinsically punitive; rather, they
stimuli usually have an instant punitive effect become painful when they are linked to
and are negative in nature. Loud sounds, unpleasant outcomes. For instance, if a
intense heat, and physical discomfort are a previously neutral stimulus (such a scolding or
few examples of unconditioned punishers. a disapproving glance) is associated with
These stimuli do not require prior learning or other punishers and frequently follows a
conditioning since they naturally lessen the behavior, it can learn to make the action less
likelihood of the response they elicit. likely to happen again.
Functional Assessment of MOs

A crucial part of applied behavior analysis is the

functional assessment of motivational operations
(MOs), which entails locating and examining contextual
factors that change the effectiveness of rewarding or
punishing stimuli in influencing behavior. Designing
successful behavior change treatments and
addressing interfering behaviors, especially in people
with autism spectrum disorder (ASD), requires an
understanding of the roles played by MOs. This can be
implemented in behavior-change programs, skill
acquisition, and real world scenarios.
Functional Assessment of MOs
Identification in Treatment

Evaluating the aspects of the surrounding

environment that affect how well reinforcers and
punishers work.

Modifying environmental factors in therapy to

make reinforcers more effective and punishers less
effective

Identifying potential sources of punishment that

can unintentionally reduce desirable behavior by
recognizing motivating operations.
Functional Assessment of MOs
MOs and Interfering Behavior

Identifying the contextual factors that impact

these interfering behaviors

Creating treatments that successfully adjust the

environment and address sensory sensitivities.

Detecting motivational processes linked to

communication deficiencies in people with ASD
 MOs and Behavior
Interventions
Environmental Manipulation Skill Acquisition Further Research and Other Applications:

Behavior analysts can change the value of In order to create environments that are
reinforcers and punishers in the environment
stimulating and to increase motivation for Developing treatments to target
by manipulating satiation, deprivation, or
skill acquisition, it is necessary to socially relevant behavior change goals
other variables. To increase the effectiveness
manipulate MOs. By adjusting MOs, can be informed by an understanding of
of a favored object as a reinforcer for
acceptable behavior, for instance, one might behavior analysts may create treatments the role that MOs play in real-world
increase the deprivation of that item. that boost motivation by giving people
contexts. Behavior analysts may create
Antecedent-based treatments also work to more engaging and reinforcing learning
treatments that work well and last in
improve the effectiveness of reinforcement. experiences.
Behavior analysts can optimize the impact of real-world settings by utilizing the ABA
Creating Motivating Environments
reinforcers on behavior change by carefully principles and adjusting MOs.
Improving Motivation for Skill
timing their distribution by recognizing and
Acquisition
employing MOs.
Effective Behavior Intervention Plans
Interactive Application

Scenario: You are working with a child diagnosed with Autism

Spectrum Disorder (ASD) who has limited verbal communication
skills. The child frequently engages in tantrums when denied access
to preferred toys.

How can motivating operations be applied into the following

scenarios? What behavior change interventions might you apply?
Interactive Application
Scenario: A young adult with ASD who you are working with engages
in loud and disruptive vocalizations when they go on community
trips. When deprived of favored activities, like going to a nearby
amusement park, the individual also engages in aggression.

Take into account how the individual's behavior during community

outings may be influenced by deprivation and satiation. In this case,
how would you change the motivational operations to encourage
more appropriate behavior?
Questions and
Open Discussion
 References:
Call, N. A., & Lomas Mevers, J. E. (2014). The relative influence of motivating operations for positive and negative reinforcement on problem
behavior during demands. Behavioral Interventions, 29(1), 4–20. https://doi.org/10.1002/bin.1374

Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied Behavior Analysis (3rd ed.). Pearson

Fragale, C. L., O'Reilly, M. F., Aguilar, J., Pierce, N., Lang, R., Sigafoos, J., & Lancioni, G. (2012). The influence of motivating operations on generalization
probes of specific mands by children with autism. Journal of applied behavior analysis, 45(3), 565–577. https://doi.org/10.1901/jaba.2012.45-565

Lotfizadeh, A.D., Edwards, T.L., Redner, R. et al. Motivating operations affect stimulus control: A largely overlooked phenomenon in discrimination
learning. BEHAV ANALYST 35, 89–100 (2012). https://doi.org/10.1007/BF03392268

Rispoli, M., O'Reilly, M., Lang, R., Machalicek, W., Davis, T., Lancioni, G., & Sigafoos, J. (2011). Effects of motivating operations on problem and academic
behavior in classrooms. Journal of applied behavior analysis, 44(1), 187–192. https://doi.org/10.1901/jaba.2011.44-187
Thank
You