Motivating Operations in ABA Therapy: What, When & How

In the world of Applied Behavior Analysis (ABA), one concept plays a vital role in understanding and shaping behavior: Motivating Operations (MOs). Whether you’re a parent looking to better support your child or an aspiring ABA practitioner seeking to deepen your knowledge, understanding MOs can significantly enhance your approach to behavior change. Let’s explore what MOs are and why they are so important in ABA therapy.

At its core, an MO refers to any environmental variable that temporarily changes:

1. The value of a reinforcer or punisher (how desirable or undesirable something is).
   
   
2. The likelihood of a behavior that has been associated with that reinforcer or punisher.

For parents: think of MOs as the “why” behind behaviors. They answer the question, Why is my child doing this right now?

For aspiring practitioners: MOs are critical because they explain fluctuations in behavior that might not be obvious at first glance. They provide insight into what drives or suppresses a behavior at any given moment.

Understanding Motivating Operations

MOs are environmental events or conditions that influence behavior by temporarily altering two key factors: the value of a reinforcer or punisher (how desirable or undesirable something is) and the likelihood of behaviors associated with obtaining that reinforcer or avoiding that punisher. MOs play a crucial role in shaping behavior because they explain why certain actions occur more or less frequently in specific contexts.

MOs can work by altering the value of reinforcers or punishers and can help determine how effectively a consequence will influence behavior. An example of reinforcer impact would be if a child is hungry, food becomes a more effective reinforcer for completing tasks. An example of a punisher impact would be if a child is very tired, scolding may lose its impact as a deterrent because the child is too fatigued to care.

There are two main types of MOs: Establishing Operations (EO) and Abolishing Operations (AO).

1. Establishing Operations (EOs):
   
   
   EOs increase the effectiveness of a reinforcer or punisher.
   
   
   • Example for Parents: If your child hasn’t eaten for hours, food becomes a more powerful motivator. They may be more likely to complete a task for a snack.
     
     
   • For Practitioners: Hunger increases the value of food as a reinforcer, which can be strategically used during therapy sessions to encourage specific behaviors.
     
     
2. Abolishing Operations (AOs):
   
   
   AOs decrease the effectiveness of a reinforcer or punisher.
   
   
   • Example for Parents: After your child has eaten a big meal, the same snack might not motivate them to clean up their toys.
     
     
   • For Practitioners: Satiation reduces the reinforcing value of food, so it’s essential to consider timing and session structure when using edibles as reinforcers.

The Impact of MOs on Behavior

MOs affect behavior by changing the value of a reinforcer and altering the likelihood of behaviors that produce it. When an MO increases the desirability of a reinforcer (e.g., hunger increasing the value of food), it simultaneously makes the behavior needed to access that reinforcer (eating) more likely to occur. Conversely, if an MO decreases the value of a reinforcer (e.g., satiation reducing the appeal of food), the associated behavior becomes less probable. This dual effect of MOs helps explain shifts in motivation and behavior, making them essential for designing effective ABA interventions.

Common examples include hunger (increasing food’s value as a reinforcer), deprivation of a preferred toy or activity (making it more motivating), sensory needs (driving behaviors to seek stimulation or relief), and attention. By recognizing these MOs, parents and practitioners can strategically tailor interventions to align with a child’s current motivations, enhancing therapy outcomes.

Identifying Motivating Operations in ABA Therapy

Identifying MOs in therapeutic settings involves observing changes in behavior patterns, assessing environmental factors, and using tools like preference assessments and Functional Behavior Assessments (FBA). Practitioners can track how reinforcers vary in effectiveness under conditions like deprivation or satiation and analyze data on behavior frequency and context. For example, a BCBA may track how many times in a row a child will keep working towards the same reinforcer until they are no longer interested.

Parents can also use tools like behavior logs or journals to record triggers and outcomes, providing valuable data for identifying MOs. Collaborating with therapists to understand specific methods, such as conducting preference assessments, helps parents become more attuned to their child’s motivators. Regularly communicating these observations with therapists ensures a consistent and effective approach across home and therapy environments.

MOs are dynamic and frequently change based on internal states (e.g., hunger, fatigue) or external factors (e.g., environment, social interactions). Ongoing assessment is crucial in accurately identifying and leveraging MOs within therapy plans because it ensures interventions remain relevant and effective as the child’s needs and circumstances evolve.

By continually monitoring behaviors, reinforcer effectiveness, and environmental conditions, practitioners can detect subtle shifts in motivation that may impact the success of a therapy plan. These changes might go unnoticed without regular assessment, reducing the effectiveness of reinforcers and interventions.

Practical Applications of MOs for Parents and Therapists

Parents and therapists can manipulate the environment to create favorable MOs by adjusting conditions to enhance or reduce the value of reinforcers. Setting up contrived scenarios, such as placing a favorite toy out of reach, can encourage skill development like communication. Breaking tasks into smaller steps or offering choices can make activities more manageable and engaging. By designing the environment proactively, parents and therapists can effectively motivate desired behaviors and enhance learning opportunities.

Using MOs is simple but can require some forethought. For example, if your child has limited reinforcers, it might be a good idea as a parent to restrict access to them 30 minutes or an hour before the therapist arrives for an ABA session. This way, it will be much easier for the therapist to engage and motivate the child to work with them, and the session will be more effective and productive. Furthermore, parents can help by ensuring children have slept and rested before a session, providing a calm atmosphere to motivate the child to interact with their therapist.

Another example could be if the therapist has communicated they want to do a requesting program involving food items; restricting access to food before the session will also help increase the productivity and success of the program when the therapist arrives.

MOs in Skill Acquisition

MOs can be specifically used to teach new skills by creating conditions where a child is motivated to learn and practice desired behaviors. For instance, deprivation of a preferred item or activity can increase its reinforcing value, making it a powerful tool for teaching skills like requesting. For example, if a child loves bubbles, withholding access and waiting for the child to request “bubbles” before providing them can teach communication skills.

MOs also play a key role in generalizing skills by replicating motivating conditions across different environments. For example, if a child learns to request a toy at home, therapists can set up similar conditions in a therapy session or classroom. By regularly monitoring and adjusting MOs, therapists and parents can ensure the child remains motivated, making it easier to teach and reinforce new skills effectively.

MOs play a critical role in task analysis and chaining, two foundational techniques in ABA for teaching complex skills. Task analysis involves breaking down a skill into smaller, teachable steps, while chaining refers to teaching these steps sequentially. MOs influence both the motivation to perform the steps and the effectiveness of reinforcers provided for completing them.

When using task analysis, MOs can increase the likelihood of success by enhancing motivation for the ultimate reinforcer tied to the completion of the skill. For example, in teaching handwashing, the MO of dirty hands could make completing the task more reinforcing, as the child experiences the desired outcome of clean hands. If dirty hands are not an issue for a child, teaching handwashing before snacks or lunch could be an MO to complete the task analysis. By aligning MOs with each step, therapists can sustain the child’s motivation through the entire sequence.

Another example is a task analysis for preparing a snack. Hunger, an MO, increases the value of food as a reinforcer. Therapists can use this natural motivation to teach steps like retrieving ingredients or using utensils. Similarly, contrived MOs, such as withholding access to a preferred item until the final step is completed, can enhance motivation to complete the chain.

MOs in Behavior Reduction

MOs are also important in understanding and reducing undesirable behaviors by identifying and addressing the conditions that make such behaviors more likely to occur. Problem behaviors often arise because they serve a specific function, such as gaining access to a desired item (tangible), escaping an unwanted task (escape), receiving attention, or fulfilling sensory needs. MOs influence the value of these reinforcers, making the behaviors more or less likely depending on the context.

To reduce undesirable behaviors, therapists and parents can manipulate MOs in two main ways:

1. Abolishing Operations (AOs): Decreasing Motivation for Problem Behaviors
   
   
   AOs involve changing the environment to reduce the value of the reinforcer, maintaining the undesirable behavior. For example:
   
   
   • If a child throws tantrums for attention, providing frequent, structured attention throughout the day can reduce the motivation to seek it through disruptive behaviors.
     
     
   • For escape-maintained behaviors, breaking tasks into smaller, manageable steps or providing frequent breaks, and can decrease the motivation to avoid the task altogether.
     
     
   • In cases of sensory-seeking behaviors, proactively offering sensory activities can satiate the child’s needs and reduce the occurrence of self-stimulatory behaviors.
     
     
2. Establishing Operations (EOs) for Replacement Behaviors
   
   
   Instead of eliminating the MO entirely, therapists can redirect it toward teaching and reinforcing appropriate replacement behaviors. For example:
   
   
   • If a child engages in aggressive behaviors to obtain a toy, withholding access to the toy (an EO) can create an opportunity to teach appropriate requesting behaviors, like using a word, sign, or picture card.
   
   
   • For escape behaviors, teaching the child to request a break can replace the disruptive behavior while still meeting the child’s need to avoid overwhelming tasks.

As a BCBA, I frequently utilized MOs in behavior reduction plans for many challenging behaviors. For example, for a child with attention-maintained problem behaviors (that is, attention-seeking behaviors), I ensured the child received attention at regularly scheduled intervals. In this way, the child was satiated from attention and was not motivated to engage in challenging behaviors. I also implemented a similar approach for self-stimulatory behaviors. Specifically, I worked with a student who engaged in high rates of spit play. To help satiate that feeling, we provided a soapy water bin and encouraged him to play with this prior to engaging in any work activity.

Challenges and Considerations

Applying Motivating Operations (MOs) effectively can present several challenges, particularly in ensuring proper timing and intensity. Understanding and addressing these challenges is essential to maximize the impact of MOs in ABA therapy:

1. Timing of MOs
   
   
   • Challenge: If an MO is introduced too early or too late, it may not effectively influence behavior. For example, using hunger as an MO to teach requesting food works only if the child is naturally hungry during the session. If the child is satiated, the MO loses its effectiveness, but if the child is too hungry, they may be irritable and not have the patience or capacity to engage in learning.
     
     
   • Solution: Carefully observe and schedule teaching sessions when natural MOs are likely to occur (e.g., just before meals for hunger-based tasks) or create contrived MOs by temporarily limiting access to specific reinforcers.
     
     
2. Intensity of MOs
   
   
   • Challenge: If the intensity of the MO is too strong, it may lead to frustration or problem behaviors. For instance, withholding a highly desired item can be challenging if a child is not used to having the item removed. Conversely, if the MO is too weak, the child may not be sufficiently motivated to engage in the desired behavior.
     
     
   • Solution: Balance the intensity by ensuring deprivation is enough to increase motivation but not so extreme that it overwhelms the child. Monitor the child’s responses and adjust the level of deprivation or access to reinforcers accordingly.
     
     
3. Satiation of Reinforcers
   
   
   • Challenge: Reinforcers lose their effectiveness if the child becomes satiated. For example, if a child repeatedly earns the same snack or toy, its value may decrease over time, reducing motivation.
     
     
   • Solution: Rotate reinforcers frequently and monitor the child’s interest to ensure the MO remains effective. Introducing a variety of reinforcers can maintain their value and keep the child engaged.

Manipulating MOs in ABA therapy requires careful attention to ethical considerations to ensure that interventions remain client-centered, respectful, and aligned with the individual’s best interests. For example, frustration, problem behaviors, or distress, if strategies like deprivation or restricted access are applied excessively or without regard for the individual’s tolerance, can be unethical. Ethical practice requires balancing the intensity and timing of MOs, closely monitoring reactions, and adjusting approaches as needed to prevent undue stress. Positive reinforcement and natural teaching opportunities should be prioritized over contrived methods to minimize reliance on restrictive MOs.

Ethical issues also arise when manipulating access to basic needs, such as food or water, which can be perceived as coercive or neglectful if not handled properly. To ensure fairness, reinforcers like food should be used in ways that do not deprive the individual of essential sustenance. For example, offering small, preferred snacks during sessions is ethical, but withholding meals to increase motivation is not. Careful consideration of these factors ensures interventions remain respectful and client-centered.

Collaborating with Other Professionals

Collaboration between ABA therapists, healthcare providers, educators, and families is essential for effectively managing MOs and ensuring consistent, impactful interventions across different settings. By working together, stakeholders can ensure that MOs are identified, understood, and addressed consistently at home, school, and therapy. Therapists bring expertise in behavior analysis, healthcare providers address medical factors like sleep or diet that influence MOs, educators manage academic and social challenges, and families share insights into the child’s daily routines and preferences. This collaboration helps maintain consistency in intervention strategies, supports the generalization of skills across environments, and ensures that everyone reinforces functional behaviors similarly.

To integrate understanding of MOs across multiple care environments, it’s essential to ensure consistent communication, shared training, and collaboration among therapists, families, educators, and healthcare providers. This can be achieved by developing behavior support plans, using shared data systems to track behaviors and MOs, and ensuring that strategies are aligned across settings. Regular meetings and collaboration in planning help tailor interventions to each environment while ensuring the child’s skills generalize across home, school, and therapy.

Research and Future Directions

A study by two BCBAs highlights the significant role of MOs in ABA therapy. It emphasizes how MOs affect behavior by altering the value of reinforcers and influencing the probability of behaviors linked to those reinforcers. This research underscores the importance of understanding MOs for tailoring interventions effectively, such as using deprivation or satiation to enhance skill acquisition and manage maladaptive behaviors. The authors advocate for integrating MOs thoughtfully to maximize therapeutic outcomes while considering ethical implications.

Emerging trends in MOs highlight the increasing integration of naturalistic and client-centered approaches. Current research emphasizes the potential of leveraging technology and personalized interventions to enhance the understanding and application of MOs. Future research is expected to explore the long-term effects of MO-based interventions, particularly in diverse settings and populations, and investigate how advancements in neuroscience can further refine their application. The integration of these innovations holds the potential to make ABA therapy more effective, ethical, and adaptable to individual needs.

Think: Motivation First!

As a BCBA, MOs were at the forefront of all my skill acquisition and behavior reduction goals. When explaining how to run certain goals, I would always tell both parents and therapists, “If he/she is not motivated, don’t run the goal”. There are a few reasons for this. Firstly, if your child is not motivated, they will likely ignore you or answer incorrectly. If you insist, the child may engage in challenging behaviors to escape the task.

Finally, goals have to be important for the child. The child has to understand why the skill we are teaching is important to them and what the skill can get them. For example, if you are trying to get your child to say “cookie” when they do not want one, they will likely ignore you, try and escape, or simply copy the word you are saying without understanding that they are requesting an item. Waiting for a moment when your child is motivated for a cookie will increase the likelihood that they are willing to engage and will improve their learning rate as the child will understand that following your prompting will get them something they want. I call this “the sweet spot” when the child is motivated, receptive, and open to learning.

Conclusión

This article explored the concept of MOs in ABA therapy, focusing on their role in influencing reinforcer value and behavior. It highlighted strategies for identifying and manipulating MOs, the importance of ongoing assessment, ethical considerations, and collaboration between therapists, families, and educators to ensure effective and client-centered interventions.

Practitioners and parents can work together to use MOs to improve therapy outcomes for individuals with autism. By identifying and leveraging what motivates the individual in various environments, MOs can enhance engagement in learning and reduce problem behaviors. Practitioners can tailor interventions based on MOs observed in therapy, while parents can reinforce these strategies at home, ensuring consistency. Collaboration and regular communication between both parties allow for a unified approach that promotes skill development and generalization across settings, driving meaningful progress in therapy.

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