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7/24/2019 Cal Aba Keynote

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Skinners Analysis of Motivation:

Ten Applications for

Improving Autism Treatment

Mark L. Sundberg, Ph.D., BCBA-D

(www.marksundberg.com)


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Motivation

Motivation is a major topic in psychology, especially applied

psychology

A Google search of motivation produced 257 million hits

42 million for reinforcement

7 million for stimulus control

97,000 for discriminative stimulus (SD)

Behaviorists are rarely credited for any positive contribution to thestudy of motivation

In fact, discussions of behavioral approaches to motivation are usually

misguided and pejorative (e.g., Dan Pinks TED presentation, Son-

Rise vs. ABA)


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A Behavioral Analysis of Motivation

An often missed element of Skinnerian psychology is that motivationalcontrol is an antecedent variable that is different from stimulus controland reinforcement (Skinner, 1938, 1953, 1957)

In Behavior of Organisms (Skinner, 1938) Skinner devoted two fullchapters to motivation; Chapter 9 titled Drive and Chapter 10 titledDrive and Conditioning: The Interaction of Two Variables

Science and Human Behavior (1953) had three chapters on motivation

Keller and Schoenfeld (1950) stated, A drive [motivation] is not astimulusa drive has neither the status, nor the functions, nor the

place in a reflex [behavior] that a stimulus hasit is not, in itself either

eliciting, reinforcing, or discriminative (p. 276)

Keller and Schoenfeld suggested the term establishing operation beused for drive to distinguish it from the various types of stimuli


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The study of motivation was not carried through to Applied Behavior

Analysis in the 1960s, 70s, & 80s

Michael (1993) pointed out, In applied behavior analysis the concept

of reinforcement seems to have taken over much of the subject matter

that was once considered a part of the topic of motivation (p. 191)

Applied research on motivation is virtually nonexistent in the first 20

years of the Journal of Applied Behavior Analysis (JABA) The Journal contained no entries for establishing operations or

motivation in the first cumulative index (1968-1978) During the next 10 years (1979-1988) there were still no entries for

establishing operation. However, there were 5 entries for

motivation, but they allinvolved motivation as a consequence,rather than as an antecedent variable


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In addition, the experimental analysis of motivation is mostly absent

from the 57 years of research in the Journal of the Experimental

Analysis of Behavior (JEAB)

Michael (1993) noted that the basic notion [MO] plays only a small

role in the approach currently identified as behavior analysis (p. 191)

But most importantly, the neglect of motivation leaves a gap in our

understanding of operant functional relations (Michael, 1993, p. 191)


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Skinner discussed the topic of motivation in every chapter of the book

Verbal Behavior (1957), usually with his preferred terminology of

deprivation, satiation, and aversive stimulation

Thirty points about motivation from Skinners book VerbalBehavior (Sundberg, 2013)


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Thirty Points About Motivation from

Skinners Book

Verbal Behavior (Sundberg, 2013)


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Skinner discussed the topic of motivation in every chapter of the book

Verbal Behavior (1957), usually with his preferred terminology of

deprivation, satiation, and aversive stimulation

Thirty points about motivation from Skinners book Verbal Behavior(Sundberg, 2013)

Jack Michael and colleagues have published various refinements and

extensions of Skinners analysis (Laraway, Snycerski, Michael, &

Poling, 2003; Michael, 1982, 1988, 1993, 2000, 2004, 2007) Discriminative variables (SDs) are related to the differential

availabilityof an effective form of reinforcement given a particular

type of behavior; motivative variables are related to the differential

reinforcing effectivenessof environmental events (Michael, 1993 p.

193) (see also Michael, 1982)


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Establishing Operations

(Michael, 1993)


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Motivation, in lay terms, is often talked about as wanting or needing

things or events

For example, food deprivation

There are two behavioral effects involved

1) the valueof food becomes stronger

2) food seeking behaviors are evoked

Or, being highly motivated to search the internet for Club Penguin Two behavioral effects

1) the value of a computer and a website address becomes stronger

2) web searching behaviors are evoked

When values are low (satiation, or website found) behavior is abated


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A Behavioral Analysis of Motivation:

Michaels (2007) Framework

An increase in the value of food or a website url is termed an

establishing operation (EO) while a decrease in the value is termed

an abolishing operation(AO)

The term motivating operations (MOs) is an omnibus term for these

value changing effects (EOs and AOs)

The value changes then in turn affect behavior (value-altering effect)

EOs evokespecific behaviors, AOs abatespecific behaviors

(behavior-altering effect)

Michaels definition of motivation: any environmental variable that

(a) alters the effectiveness of some stimulus, object, or event as a

reinforcer and (b) alters the current frequency of all behavior that has

been reinforced by that stimulus, object, or event (2007, p. 375)


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Michaels Chapter on Motivating Operations

in Cooper et al. (2007)


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Summary

MOs constitute a separate basic principle of behavior

MOs are antecedent events, not consequences

All types of MOs are separate from stimulus control MOs and SDs frequently occur together as forms of multiple control


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The Basic Principles of

Operant Behavior

Stimulus Control (SD) Response Reinforcement

Motivating Operation (MO) Punishment

Extinction

Conditioned reinforcementConditioned punishment

Intermittent reinforcement


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Summary

All types of MOs are separate from, but related to, reinforcement

MOs effects are separate from schedules of reinforcement effects

Aversive stimulation can function as MOs Aversive stimulation as an antecedent (an MO) is different from

aversive stimulation as a consequence (punishment)

Escape and avoidance are MO effects, not SDeffects

MOs may involve unconditioned or conditioned variables A single MO can control large repertoires (e.g., revenge)

MOs are typically private events

Collateral behavior can help to determine MO level (e.g., reaching)

Much of what is termed emotion involves MOs (S&HB, chap. 10)


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The Application of Establishing Operations

(Sundberg, 1993)

A li ti 1 MO A t d t P id


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Application 1: MOs as Antecedents Provide

an Additional Tool for

Assessment and Intervention

MOs play a significant role in multiple facets of the assessment and

intervention process for children with autism

MOs can be manipulated as an independent variable (likereinforcement, SDs, schedules, etc.)

MOs in relation to language acquisition and academics (e.g., math)

MOs in relation to social behavior (e.g., peer interaction)

MOs in relation to problem behaviors (e.g., aggression) MOs in relation to learning barriers (e.g., scrolling in manding)

MOs in relation to group skills (e.g., aversive events evoke escape)

MOs in relation to self-help skills (e.g., clean hands)

MOs in relation to nonverbal skills (e.g., fine motor)


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Application 2: MOs as the Primary

Antecedents for Manding

All mands are controlled by motivating operations (MOs)

There must be an MO at strength to conduct mand training

MOs vary in strength across time, and the effects may be temporary MOs must be either captured or created to conduct mand training

MOs may have an instant or gradual onset or offset

Instructors must be able to reduce existing negative behaviorcontrolled by MOs

Instructors must be able to identify the presence and strength ofMOs, and capitalize upon them for teaching opportunities

Instructors must know how to bring verbal behavior under thecontrol of MOs


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Application 3: Demand can Weaken a

Motivating Operation (MO)

There is a direct relation between the value (MO) of a reinforcer andhow much work (response effort) is required to obtain thatreinforcement (e.g., Alling & Poling, 1994)

Too much of a work demand can reduce the strength of an MO An iPad may be reinforcing if it is noncontingent, but less so if work

is required Dont be dependent on rfmt. surveys and preference assessments

Sitting, attending, and responding to task demands can be quite a highresponse requirement for some children (video: Julian)


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Application 3: Demand can Weaken a

Motivating Operation (MO)

There is a direct relation between the value (MO) of a reinforcer andhow much work (response effort) is required to obtain thatreinforcement (e.g., Alling & Poling, 1994)

Too much of a work demand can reduce the strength of an MO An iPad may be reinforcing if it is noncontingent, but less so if work is

required Dont be dependent on rfmt. surveys and preference assessments

Sitting, attending, and responding to task demands can be quite a highresponse requirement for some children (video: Julian) Staff must anticipate and account for MO value changes Many intervention strategies are available, for example:

identify the conditions under which a change is observed

start with a low response requirement and high MO value gradually increase the response requirement


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CMO-R

Application 4: Aversive MOs

as Antecedents

Demand

Increased value

of termination

Student wants

to get away

Evokes escape-

avoidance behavior

Remove aversive

negative rfmt.

Tantrum, push

materials to floor

Task delayed

or removed

negative rfmt.

Learned aversive motivators are ubiquitous in everyday behavior We all encounter bad/undesirable things and events we dont want Aversive stimuli increase the value of their termination and evoke

behaviors that terminate the stimuli through negative reinforcement Michael terms these conditioned motivating operations reflexive

(CMO-R)


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Application 4: Aversive MOs

as Antecedents

Adults, tasks, settings, demand, tone of voice, body movements,contexts, materials, problems, etc. can function as aversive MOs

Possible CEO-R presence in DTT

Teaching children how to handle or remove aversives appropriately Do not let the negative behavior delay or remove the aversive

stimulus

Do a curriculum analysis, mitigate the aversive, decrease the response

effort Increase the reinforcement for responding when aversive MO is

present

Do not offer reinforcers following negative behaviors (rememberwhat youre working for)


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Application 4: Aversive MOs as

Antecedents


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Application 5: MOs can Compete

With Each Other, and Block or

Distort Stimulus Control One MO can be more powerful than another MO (e.g., a stim. toy vs.

social approval)

MOs are sometimes so powerful they overpower SDs (blocking) (e.g.,

iPad, string, He does not listen to me) MOs can distort SDs (e.g., lying, exaggeration) (Brian Williams)

Be aware of a students strong MOs and possible effects on him

Be aware that table-top teaching may not adequately reflect an

environment where there are competing MOs

Systematically require SDresponding when the competing EO is

present (may be easiest to start with a relatively weak EO)

Be aware that NET may inadvertently cater to powerful MOs

Control MOs, dont let them control you


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Application 6: Using MOs to help Establish

Other Skills (Multiple control)

We often learn new skills because of some MO to do so (e.g., new

Lego set, new game, navigation system)

Incorporating MOs along with SD

s and reinforcement can enhanceskill acquisition (e.g., Carroll & Hesse, 1987)

Learning to tact things a student is interested in

Learning intraverbals about favorite topics

Reading and writing about favorite topics MOs can help establish nonverbal skills as well (e.g., fine and gross

motor skills, grooming skills)

A li ti 7 B ki F f MO


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Application 7: Breaking Free from MO

Control by Using Generalized

Conditioned Reinforcement

MO control can get to be too strong (e.g., iPad, dinosaurs, OCD)

generalized reinforcement destroys the possibility of control via

specific deprivations. (Skinner, 1957, p. 212)

we weaken the relation to any specific deprivation or aversive

stimulation and set up a unique relation to a discriminative stimulus.

We do this by reinforcing the response as consistently as possible in

the presence of one stimulus with many different reinforcers or with a

generalized reinforcer. The resulting control is through the stimulus.

(Skinner, 1957, p. 84)

Moving a mand to a tact or intraverbal through generalized

reinforcement

Also, use pictures, satiation, and competing MOs, low demand


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Application 8: Developing or

Repairing Social Skills

Weak EOs for social interaction are a problem for many with autism(e.g., may not attend to peers or their interests)

Negative behaviors may occur as barriers (e.g., excessive manding,

irrelevant IVs, verbal perseveration, weak listener repertoires) There are many complicated behavioral repertoires that fall under the

rubric of social behavior Create MOs for verbal behavior with peers (e.g., manding to peers)

Create MOs for nonverbal behavior with peers (e.g., games, activities) Identify and amelioriate problematic CEO-Rs (e.g., avoiding peers)


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Application 9: Developing or Repairing

Self-help Skills

Distinction between structural and functional self-help skills Why do you brush your teeth, shower, or carefully select clothing? The MOs that control your behaviors may have little effect on

teenagers with autism MOs related to avoiding the social punishment of having body odor or

bad breath MOs related to positive social reinforcement for a stylish look

Creating MOs and assuring that target behaviors are under MO controlrather than solely under the control of SDs Set up a play-date, meeting, event, contest, game, etc. Establish and link MOs to a self-checklist Use MOs to identify potential vocational directions Use MOs to teach community living skills


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Application 10: Asking Questions-

Mands for Information

Asking a question is usually a mand, thus the source of control mustbe an MO

The MO for information (verbal or nonverbal) must be the primarysource of control (MOask AOdont ask)

The consequence must be the information, not edibles, tokens, etc. Questions are not developmentally appropriate until approximately a

two-year linguistic level

Must create or capture an EO (e.g., missing toy) Use prompts (e.g., echoic, textual), fade prompts (e.g., Wheres Elmo) Reinforcement for asking questions must be the information that

corresponds with the EO (location of the toy)


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Conclusions

Motivation is an extremely important aspect of human behavior Behavior analysis has a powerful formulation of motivation that

has not been developed much in ABA There is a tremendous need for empirical research on the

application of the MO to work with children with autism The applications to the treatment of children with autism are

abundant, but it is up to us to develop them

THANK YOU!


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THANK YOU!

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