Which of the following would be an example of an abolishing operation for eating?

DRAFT: This module has unpublished changes.

Team Discussion for Lesson 5 - Motivating Operations Reference Guideline

Anjelica Sprovieri

Sara Soubliere

Susan Robbins

Staci Rybacki

Arizona State University

Team Discussion for Lesson 5 - Motivating Operations 

MOs have a significant role in our assessment and intervention of behavior. Though memorization of the definition of MOs and the associated terms is typically part of ABA study, understanding the application and relevance of these constructs may present a challenge. MOs were often identified in our TaskList Self-assessment exercise, and in last week’s consideration of terminology and study questions as areas for additional focus. 

Motivating Operations are variables that will either increase or decrease the effectiveness of a particular object, stimulus or event. Motivating operations also function to increase or decrease the frequency of the behavior being reinforced or punished by that object, stimulus or event (Langthorne & McGill, 2009).

 Conditioned Motivating Operation (CMO)- A motivating operation whose value altering effect depends on a learning history.

An example of a conditioned motivating operation would be a shower knob, and running water. The history of the pair shows us that when we turn a knob in the shower, water dispenses and we are able to take a shower. The shower knob is a more effective reinforcer because it needs to be turned in order to take a shower. This is a bit unclear.  Here is an example: Another example of a CMO is the deprivation of the use of a tablet.  Deprivation of the use of a tablet is a CMO that makes learning the passcode for the lock feature on the tablet more valuable, and increases the behaviors that are associated with attaining the passcode (e.g., asking the owner of the tablet the passcode). 

 Unconditioned Motivating Operation (UMO)-an unconditioned motivating operation does not depend on any type of history between the two.

An example of an unconditioned motivating operation would be food deprivation. When you are hungry food becomes more reinforcing that it would be if you just had eaten and had a full stomach. And leads to behaviors that lead to getting food.

Conditioned motivating operations (CMOs) are variables that alter the reinforcing effectiveness (value) of other stimuli, objects, and events but only as a result of a learning history.  These conditioned motivating operations or CMO’s can also be learned or conditioned based on the prior experiences that an individual has had, such as the following:

 Surrogate CMO (CMO-S) happens when a neutral stimuli is paired with one of the UMOs.  Later, this stimuli will take on the same behavior effects as the UMO when the UMO is not present.  Cooper et al., (2007) states that the evidence for this effect is not strong, as it would seem disadvantageous to humans to act as though survival is being threatened when it is not.  A good example would be when an object or condition that has been associated with pain in the past is present (alone) and motivates the person to seek out a remedy.  

 Reflexive CMO (CMO-R) is a stimulus that acquires MO effectiveness by preceding some form of worsening or improvement.  It is exemplified by the warning stimulus in a typical escape-avoidance procedure, which establishes its own offset as reinforcement and evokes all behavior that has accomplished that offset. In easier terms, these are the those conditions that precede an aversive event; and this makes escape or avoidance highly reinforcing. It signals that bad things could or are about to happen.  For example think of a person who is critical of you or punishing, like a boss, your mother-in-law or another authority figure. Think of how you feel in the presence of this person who you “can’t seem to do anything right” and you are constantly punished. You probably don’t want to spend time with this person and soon the environment associated with this person takes on these aversive qualities and you will avoid going anywhere where this person might be. The sound of their voice is the antecedent that signals you to leave the area to avoid that person and the possible punishment that could occur.   Good.

CMO-Rs another explanation would be taking an alternative route to work if my usual route is associated with delays and frustrates me. There is a relationship between individuals: students and their teachers, children and their parents and so on, and their history with reinforcement versus. punishment. If the MO for escape or avoidance is high we have to undo that learning and/or association.

 Transitive CMOs (CMO-T) are the conditions or stimulus that make propel individuals to want or need another stimulus.  An example of CMO-T are the conditions that an individual finds themselves in when they ask for help or engage in problem solving behaviors.  For instance, picture yourself in a fitting room, trying to squeeze into a pair of pants that don’t fit.  You ask the salesperson to get you another pair that will fit you. The condition of the pants not fitting is the CMO-T which makes getting a pair that does fit more reinforcing. The behavior of asking for another pair of pants is then demonstrated and the salesperson reinforces that behavior by delivering a pair of pants that fit.  You only asked for the pants when the condition called for it even though you had the means to ask (i.e., someone present to ask for help) throughout the trip to the store.  Okay.  Here is an example that is a bit more concrete: An example of a CMO-T is when access to a pool is blocked because an individual is not wearing appropriate swimwear.  The value of appropriate swimwear increases and the behaviors associated with attaining it increase such as buying swimwear in the gift shop or going back home to get appropriate swimwear

This appears to show itself in the way that advertising works on the principle of CMO-T. Coupons and sales offering us better deals can convince or motivate us into needing or wanting the product being marketed. Many people experience this when grocery shopping.  In many cases, had it not been for a deal on the name brand items, the individual probably would have chosen the generic brand.

Motivating operations are antecedent events that include value-altering and behavior-altering effects. Both effects are present in establishing operations and abolishing operations. The value-altering component refers to the effectiveness of a reinforcer. The establishing operation establishes the effectiveness of a particular type of reinforcement whereas an abolishing operation abolishes the effectiveness of a reinforcer. For example, if the establishing operation was an individual who has not eaten for one day, the value-altering effect establishes food as an effective reinforcer. In contrast, if the abolishing operation was an individual who just ate a five course dinner, the value-altering effect abolishes food as an effective reinforcer.

    With the behavior-altering effect, an establishing operation or abolishing operation evokes or abates behaviors maintained by access to the reinforcer. For example, with establishing operations, behavior-altering effects evoke behavior that has been previously associated with events it establishes as reinforcers. Using the same example as value-altering effects, when an individual has not eaten for one day, the behavior-altering effect evokes behaviors that have been previously maintained by access to food. In the case of abolishing operations, behavior-altering effects abate or decrease behavior that has been associated with events it abolishes as reinforcers. For example, where the abolishing operation is an individual who has eaten a five course meal, the behavior altering effect decreases behaviors that have been maintained by access to food.

Establishing Operation (EO). “A motivating operation that establishes (increases) the effectiveness of some stimulus, object, or event as a reinforcer” (Cooper, Heron, & Heward, 2007). In present day, often times when people talk about motivating operations and teaching new behaviors, they are actually referring specifically to an establishing operation. This is due to EO’s being the operations that give power to reinforcers. There are many examples of establishing operations in everyday life. One representation being the availability of a fun toy or activity. For example, a teacher has a tablet that she will allow students to play on for 15 minutes if they get 100% on their multiplication facts. There could be a few establishing operations for the tablet; one being that tablets are of popular socially right now making them more desirable. Another EO may be the student’s lack of access in other environments. If the only access to this trending item is after the criterion is met, the tablet becomes more reinforcing for the target behavior and increases behaviors associated with getting the tablet. .

Abolishing Operation (AO). “A motivating operation that decreased the reinforcing effectiveness of a stimulus, object, or event” (Cooper, Heron, & Heward, 2007). AO’s can be extremely useful when trying to eliminate inappropriate behaviors. It seems though that people may also make the mistake of using AO’s unintentionally and thusly sabotaging any changes in behavior. For example, a parent uses juice as a primary reinforcer for their child to motivate them to clean their room. If the child goes to a birthday party and has unlimited access to juice when he returns and is asked to clean his room he will probably be less motivated to complete the task because he was satiated at the party. However, using AO’s to eliminate inappropriate behaviors can be extremely useful! One such presentation may be a student who talks out during instruction to receive the teacher’s attention and the teacher begins to give the student lots of one on one attention before direct instruction begins.  Good.

References

Cooper, J.O., Heron, E.H., & Heward, W.L., (2007). Applied behavior analysis (2nd ed.).  Upper Saddle

          River, NJ: Pearson Education, Inc.

Langthorne, P. & McGill, P. (2009). A tutorial on the concept of the motivating operation and its importance to application. Behavior Analysis in Practice, 2(2). pp. 22-31.

What is an abolishing operation for eating?

What is an abolishing operation?

Which of the following is not an example of operant conditioning?

What were the two major effects of an establishing operation?