Rethinking motivating operations: A reply to commentaries on Edwards, Lotfizadeh, and Poling (2019)

Special educators are often considered the experts in their school when it comes to developing functional behavior assessments (FBA) and behavior intervention plans (BIP), yet rarely are they trained much beyond basic antecedents, behaviors, and consequences (ABC). This column discusses concepts that will expand special education professionals’ knowledge to make better decisions regarding interventions for the students they serve. Specifically, the focus is on motivating operations (MO) and function-based interventions and the implications of these on behavior. Knowledge of the concept of MOs can enhance a teacher’s ability to provide evidence-based interventions and more fully developed behavioral interventions for students in their purview.

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The effect of motivating operations on the transfer from tacts to mands for children diagnosed with autism

Research in Autism Spectrum Disorders ◽

10.1016/j.rasd.2011.03.010 ◽

2012 ◽

Vol 6 (1) ◽

pp. 109-114 ◽

Cited By ~ 6

Author(s):

Elizabeth T. Kooistra ◽

Amanda L. Buchmeier ◽

Kevin P. Klatt

Keyword(s):

Motivating Operations

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On Motivating Operations at the Point of Online Purchase Setting

The Psychological Record ◽

10.11133/j.tpr.2013.63.2.008 ◽

2013 ◽

Vol 63 (2) ◽

pp. 333-344 ◽

Cited By ~ 4

Author(s):

Asle Fagerstrøm ◽

Erik Arntzen

Keyword(s):

Motivating Operations ◽

Online Purchase

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Motivating Operations Versus Discriminative Stimuli

Remote Fieldwork Supervision for BCBA® Trainees ◽

10.1016/b978-0-12-815914-9.00021-3 ◽

2019 ◽

pp. 109-111

Keyword(s):

Motivating Operations ◽

Discriminative Stimuli

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The Use of a Stimulus Control Transfer Procedure to Teach Motivation-Controlled Mands to Children With Autism

Focus on Autism and Other Developmental Disabilities ◽

10.1177/1088357619838273 ◽

2019 ◽

Vol 34 (4) ◽

pp. 215-225

Author(s):

Karen D. Ward ◽

Smita Shukla Mehta

Keyword(s):

Stimulus Control ◽

Visual Analysis ◽

Children With Autism ◽

Motivating Operations ◽

Autism Spectrum ◽

Multiple Baseline ◽

Natural Environments ◽

Baseline Design ◽

Mand Training ◽

Control Transfer

Social participation of children with an autism spectrum disorder (ASD) in natural environments can be enhanced by teaching them to communicate spontaneously, at least in situations where they have the motivation to access specific items or activities by controlling the amount of access for these stimuli. The purpose of this study was to determine if mand training, using a stimulus control transfer procedure would promote acquisition and generalization of mands for specific activities or objects evoked by motivating operations. Measurement variables included the frequency of motivation controlled (MO) versus multiply controlled mands during discrete trial training on a variety of verbal operants. Using a concurrent multiple baseline design across participants, visual analysis indicated that MO mands for out-of-view items increased substantially with generalization across targets, staff, and environments for three of the four participants. One participant did not respond to intervention to the same extent as others.

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