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Transcript of Cal Aba Keynote
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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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A Behavioral Analysis of Motivation
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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A Behavioral Analysis of Motivation
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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A Behavioral Analysis of Motivation
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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A Behavioral Analysis of Motivation
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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A Behavioral Analysis of Motivation
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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A Behavioral Analysis of Motivation:
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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A Behavioral Analysis of Motivation:
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!
www.AVBPress.com