ABA glossary
Motivating operation
Also called MO
Definition
An environmental variable that, for a while, changes how effective a stimulus is as a reinforcer or punisher (value-altering effect) and how often behavior that has produced that stimulus occurs (behavior-altering effect). Establishing operations increase effectiveness; abolishing operations decrease it.
In plain words
An MO answers the question "How much does the person want this right now?" Going without something (deprivation) usually makes it a stronger reinforcer and makes behavior that has produced it more likely; having had plenty (satiation) usually does the opposite. That is why a learner who just ate lunch may not work for crackers, and why someone who has been alone all morning may seek a lot of attention. An establishing operation (EO) raises the value of a consequence and evokes the related behavior; an abolishing operation (AO) lowers it and abates that behavior. MOs can be unlearned conditions such as food or water deprivation, temperature extremes, or painful stimulation, or learned ones such as a missing item needed to finish a task.
Example from a session
Before a session, Nora's mom mentions that Nora just finished a large bag of fruit snacks. During teaching, Nora barely responds when fruit snacks are offered for correct answers. The RBT switches to a toy that ranked high in the latest preference assessment, as the plan allows, and writes in the session note that Nora ate fruit snacks just before the session. That note helps the BCBA interpret the dip in the data.
For BCBA candidates and supervisors
Michael's framework separates value-altering effects (establishing or abolishing) from behavior-altering effects (evocative or abative) and divides MOs into unconditioned MOs and conditioned MOs (surrogate, reflexive, transitive). Analysts use MOs in assessment, because each functional analysis test condition arranges an EO for its consequence (for example, diverted attention before the attention test), and in treatment: contriving a transitive CMO to teach mands, using noncontingent reinforcement to abolish the value of attention, or offering choices to make tasks less aversive. Any restriction used to build motivation should be brief and reviewed, and must never withhold meals, water, or sleep.
Often confused with discriminative stimulus, establishing operation
Both are antecedents that can make behavior more likely, but for different reasons. An MO changes how much the consequence is worth; an SD signals whether the consequence is available. A learner asks for water more often after a salty snack (MO); a learner asks for water only from the adult who has given it before (SD). Also, "establishing operation" names only the value-increasing type; the umbrella term is motivating operation.
Exam tip
Watch for words like hungry, thirsty, tired, deprived, satiated, "has not had it all day," "just finished," or "an item needed for the task is missing." These describe changes in value, so the answer is an MO, not an SD. If the item's value went down, look for an abolishing operation.
Can you spot motivating operation in a scenario?
Practice BCBA B.16 with exam-style questions and instant feedback.