RBT Training - 2nd Ed - New Module 5 PPT - POD-3 Per Page - 10-07-19 AJ

Concepts and Principles II
Florida Tech Behavior Analysis

Programs
Outline
q Extinction
q Punishment
q Antecedents
Extinction
Copyright ABA Technologies, Inc. 2017 1

Objective
q Extinction
a. Describe
b. List characteristics
c. Identify examples
Extinction
q Extinction is the process by which a
previously reinforced behavior is
weakened by withholding
reinforcement
q In other words: A behavior has been
reinforced before; now you simply
STOP reinforcing the behavior
Examples of Extinction
q Dawn curses and Dad tells her to stop.
Her cursing is getting worse. Dad reads
Glenn Latham’s chapter on ignoring “junk”
behavior. Now he ignores cursing
q Brady makes paper planes in math class
when prompted to do a worksheet. His
teacher used to send him to “hallway
time-out.” Now he ignores the planes and
keeps Brady in the classroom

Extinction is NOT…
q Any decrease in responding
regardless of the procedure used
§ Non-example of extinction: Speeding
on a stretch of highway is heavily
penalized. Many cars get pulled over.
You get pulled over and given a ticket.
You stop speeding on this stretch of
highway
Extinction is NOT… (continued)

q A decrease in responding due to lack
of opportunity to emit the response
§ Non-examples of extinction:
§ A child engages in fist-to-face contacts, so
she is put in restraints
§ Brady throws paper planes in class, so he
is not allowed to have any paper
§ A pedophile goes to prison
Extinction is NOT… (continued)

q A decrease in responding due to the
passage of time (AKA forgetting)
§ Non-example of extinction: The story of
Laura, her high school calculus class,
and her work as an artist for 20 years

Video Example or Activity
Question
q Based on the video, is this an
example of extinction?
a. Yes
b. No
Question
q Bart swears and mom ignores him.
q Is this an example of extinction?
a. Yes
b. No
c. Cannot tell

Question
q Bart swears and his mom turns off
his TV. Bart’s swearing decreases
over time.
a. Yes
b. No
Question
q Bart’s mom used to scold him for
swearing. Now she just ignores him
and his swearing has decreased.
a. Yes
b. No
c. Cannot tell
Two Types of Extinction

q Extinction may involve withholding a
consequence stimulus (for behavior
maintained by positive reinforcement)…
– OR –
q Extinction can also involve not removing
an antecedent aversive stimulus (if the
behavior is maintained by negative
reinforcement).
§ This is called escape extinction

Question
q Skip scratches his arm until it bleeds.
His treatment team puts a soft pad
on his arm to protect his skin. Now
he scratches the pad without injuring
himself and his scratching has
decreased.
a. Yes
b. No
Isn’t That a Restraint?

q No…
q The padding protects the arm, but
the scratching behavior can still
occur – he just scratches the
covering pad, to no effect
q This is called “sensory extinction”
and you will hear a bit about this later
Question
q When we present Donny with a request to wash
his hands, he screams and cries. We decide to
use escape extinction for this behavior. This
means when he screams and cries after a
request to “wash hands,” we:
a. Withhold praise
b. Do not withdraw the request
c. Ignore him entirely
d. Put him into time-out

Question
q Target behavior = Complaining
q Assuming that the daughter’s complaining
behavior increases or maintains in the
future as a result of the removal of
chores, identify the type of consequence:
a. Positive reinforcement
b. Negative reinforcement
c. Extinction
Question
q Target behavior = Complaining
q Assuming that the daughter’s complaining
behavior decreases in the future as a
result of mom continuing to deliver the
demand, identify the type of
consequence:
c. Extinction

Side Effects of Extinction
q Following the start of an extinction
procedure there may be:
§ A sudden increase in the target behavior
(called an extinction burst); this is short
lived and there are sometimes ways to
lessen or even prevent it
§ Some other behaviors, especially emotional
responses (crying, swearing) or aggression
or some old behaviors from long ago
The Extinction Curve

Behavior
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An Example: The Broken Soda

Machine
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The Broken Soda Machine
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Extinction Curve
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Question
q Which of the following may be a
possible side effect of extinction?
a. Loss of all progress
b. Aggression or emotional
responding
c. Increased responding due to
increased reinforcement
d. Increase in all behavior

Extinction and the RBT
q Extinction is used to eliminate
behavior
q It will be used in combination with
other behavior building procedures
q Follow the plan closely
q Be prepared for an extinction burst
q Be careful not to reinforce during the
extinction burst
Punishment
Objective
q Punishment
a. Describe
b. Identify examples
c. List two types of punishment

Punishment
q Punishment is an environmental
change that:
§ Follows a response, and
§ Decreases the future frequency of that
behavior
q It is defined by its effect on the
specific behavior it follows, not by
what it looks like (its topography)
Is This an Example of Punishment?
q Scolding a child when he hits others
q Scolding a child when he hits others

q Scolding a child that results in an
immediate decrease in the child’s
“hitting others”

q Getting a speeding ticket

q Getting a speeding ticket,
apologizing to the officer, and paying
the fine

q Getting a speeding ticket,
apologizing to the officer, and paying
the fine
q Getting a speeding ticket and
speeding less frequently in the future

Are These Examples of
Punishment?
q Going into “time-out” for throwing
things

Punishment?
things
q Going into “time-out” more frequently
over time for throwing things

Punishment?
things
q Going into “time-out” more frequently
over time for throwing things
things while saying, “Please don’t put
me into time-out, please, please!!”

Question
q Fill in the blank
q Punishment is an environmental
change following a response that
results in a(n) ________ in that
response in the future.
Question
q Based on the video, was this an
example of punishment?
a. Yes
b. No
c. Cannot tell

Question
q Based on the video, was this an
example of punishment?
a. Yes
b. No
c. Cannot tell
Two Types of Punishment

q Punishment can be positive or
negative
§ Positive (+) still means “added” (does
not mean “good”)
§ Negative (-) still means “removed”
(does not mean “bad”)
Objective
q Positive punishment
a. Describe

Positive Punishment
q A consequence (a change in the
behaver’s environment after a target
response)
q A specific stimulus is presented
(added) or magnified (increased)
q And as a result, that type of response
is less likely to happen again in the
future
q The stimulus is a positive punisher
Question
q True or false?
q The stimulus change in positive
punishment is the introduction of
something the person likes.
a. True
b. False
Objective
q Define appetitive

Objective
q Negative punishment
a. Describe
Appetitive
q A general term in ABA for something
pleasant
q If an appetitive condition follows a
response (a consequence), it may be
reinforcing
q If it is removed following a response,
it may be punishing…
Negative Punishment
q A consequence (a change in the
behaver’s environment after a target
response)
q A specific stimulus is removed
(terminated) or reduced (lessened)
q And as a result, that type of response
is less likely to happen again in the
future
q The stimulus is a negative punisher

Negative Punishment (continued)
q For negative punishment to occur,

the behaver has to have something
to lose that he or she would prefer to
keep!
q Perhaps it is money (e.g., a fine);
perhaps it is access to an activity
(e.g., “time-out” or a “penalty box”)
Negative Punishment (continued)
“Punishment by Penalty”
Appetitive – R – SP –
“Negative”
The Target The Appetitive

Something
Response for is taken away
the behaver
Reduction (or access is
wants to keep
removed)
Examples of Negative Punishment

Antecedent Target Negative
Appetitive Response Punishment
Plate of Food Steals Other’s All Food Removed
Food
Video Game On Kicks Brother Game Turned Off
Has 100 Points Threatens to Loses 50 Points =
Hit Peer Response Cost
Playing Hockey Trips Another 2 min Penalty Box
Player (removed from ice)

Reinforcement and Punishment
“POSITIVE” “NEGATIVE”
a stimulus is a stimulus is
Added (+) Taken Away (-)
(after the response occurs) (after the response occurs)
REINFORCEMENT
INCREASES POSITIVE (+) NEGATIVE (-)
(or maintains)
the behavior in the REINFORCEMENT REINFORCEMENT
future
PUNISHMENT
DECREASES POSITIVE (+) NEGATIVE (-)
the behavior
in the future
PUNISHMENT PUNISHMENT
Question
q Whether positive or negative, punishment
always:
a. Results in a decrease in future
behavior
b. Involves the addition of something
nasty
c. Is painful
d. Involves removing something the
person likes
Question
q Fill in the blanks
q In positive punishment, something is
_____ following a response.
q In negative punishment, something is
________ following a response.

Question
q When Bart curses while watching a TV
show, his mom turns off the TV.
q Turning off the TV is what type of
consequence?
a. Positive punishment
b. Negative punishment
c. Not punishment
d. Cannot tell
Question
q When Bart curses while watching a TV
show, his mom turns off the TV. Bart now
curses less frequently when watching TV.
q Turning off the TV is what type of
consequence?
c. Not punishment
d. Cannot tell
Question
q Whenever Suki’s cat scratches her leather
couch, Suki sprays the cat with a water pistol.
The cat’s “scratching the couch” reduces in
frequency over time.
q Spraying the water is what type of punishment?
c. Not punishment
d. Cannot tell

Question
q Short answer
q Whenever Suki’s cat scratches her
leather couch, Suki sprays the cat with a
water pistol. The cat’s “scratching the
couch” reduces in frequency over time.
What is “positive” in this example?
Question
q Gary was a hard-working student. His teacher
praised him in class for his good work. Recently
he seems to goof off more during class. Based
on the change in behavior, the teacher’s praise
was most likely:
c. Positive punishment
d. Negative punishment

Question
q Based on the video, if the child hits
furniture with the toy hammer less in
the future, what type of consequence
occurred?
c. None; this is not an example of
punishment
Question
q Based on the video, if the teenager
touches hot surfaces less in the
future, what type of consequence
occurred?
punishment
Question
q Based on the video, what type of
consequence occurred?
punishment

A Note About Time-outs,
Suspensions, and Expulsions
q These procedures are normally
meant to function as punishment for
bad behavior
q Because access to the activity, class,
or school is prevented for a time, this
is meant to be a form of negative
punishment
A Note About Time-outs, Suspensions,

and Expulsions (continued)
q But for negative punishment to work,
there has to be an enjoyable
situation in which the person wants
to remain; we refer to this appetitive
situation as “time-in”
q But leaving a place you don’t like is
no loss! It can actually function as
negative reinforcement
Question
q For a time-out to truly be “time-out,”
the person must be in a _____ at the
moment “time-out” is implemented.
a. Group activity
b. School setting
c. Time-in condition
d. Behavior program

Question
q Multiple select
q Select all that are true. “Time-out” is a specific
time period during which a person:
q Can cool off and reflect on what they did
wrong
q Loses access to a specific reinforcer, even if
calm
q Receives an explanation about their bad
behavior
q Is forced to sit and look at a wall until
released
Example #1 of Time-Out from

Positive Reinforcement
q The hockey player, the game, his
rule violation, and the penalty box
Scenario
q Marco lived in an institution. When certain other
residents returned home from workshop, they
would make lots of noise. Marco would put his
fingers in his ears. His therapist thought this
was strange, so she told him to remove his
fingers. When Marco refused, she would
physically move his hands. Marco would then
kick her. The rule was: Anyone kicking another
person had to go to the “quiet room.” Therefore,
Marco was often in the quiet room every day by
4:00 PM.

Question
q Placing Marco in the “quiet room”
most likely functioned as:
a. Negative punishment
c. Positive punishment
d. Positive reinforcement
Time-Out from Positive

Reinforcement?
q The story of Bill, the classroom, and
the hallway “time-out”
Review on Punishment
q Punishment can be:
§ Positive or negative
§ Socially mediated or automatic
§ Unconditioned or conditioned

Punishment and the RBT
q Punishment ONLY decreases behavior; that
is its primary effect
q The behavioral equivalent of surgery
q Punishment has side effects
q Must be used with caution
q Requires significant prior approval and close
oversight
q Will be discussed when we talk about the
behavior reduction plan
Antecedents
The Two Types of Stimuli

(Related in Time to the Response)
q We have been discussing the “C”
part of the diagram
q Now we move to the “A” part:
A-B-C
Antecedent – Behavior – Consequence

Objective
q Antecedents
a. Define
Antecedents
q A technical definition:
§ “An antecedent is an environmental
condition or stimulus change existing or
occurring prior to a behavior of interest.”
(Cooper, Heron, & Heward, 2007)
q Tarbox and Tarbox (2017): “What
happens in the environment
immediately before the behavior.”
Examples of Antecedents
q You are the behaver
Antecedent Response
Traffic light changes
You brake
from green to red
Phone rings You answer it
Movie ends You stand up
Teacher says “point You point to the blue
to blue.” card

Distinguish between
Behavior (responses) and Stimuli
q Remember the first two rules. You must
first identify:
1. Who is the behaver?
2. What behavior by that person is your
“target behavior of interest”?
q Then, look at the environment! What
happened just before the target behavior?
q Whatever it was, that is the antecedent
The Behavior of Other People as

Antecedents
q An antecedent must be some event
or condition in the environment
§ But remember: The behaver
experiences OTHER people’s
behavior as stimuli
§ Thus, a response done by
someone else (other than the
behaver) can be an antecedent
Antecedents vs. Precursors

q So, from the perspective of the behaver,
behaviors of the various people in the
environment are stimuli.
q However, all responses exhibited by the
behaver are “behaviors”; they are not
events in the environment—not stimuli!
q These responses by the behaver,
occurring just before the target response,
can be called “precursors”

Examples of Antecedents
q Teal is the behaver
q Teacher presents task (stimulus) and
Teal kicks teacher (response)
q Mike says, “hello” (stimulus) and Teal
says, “hello” (response)
q Teal’s cat meows (stimulus) and Teal
pets her (response)
Non-Examples of Antecedents
q Gina is the behaver
q Gina puts sugar in her coffee before
she drinks it
q Gina puts sugar in her coffee
(response) before she drinks it
(response)

she drinks it
q Gina screams right before she slaps
Luis
she drinks it
q Gina screams (response) right before
she slaps (response) Luis
she drinks it
Luis
q If “slaps others” is a target behavior
for Gina, “screams” could be a
reliable precursor

she drinks it
Luis
q Gina slaps Luis, and Luis runs away
she drinks it
Luis
q Gina slaps (response) Luis, and Luis
runs away (stimulus-consequence)
Question
q Response: Turning into a gas station
q The red “empty” light comes on right
before you turn into a gas station. Is
the red “empty” light an antecedent?
a. Yes
b. No

Question
q Response: Turning into a gas station
q Right before you turn into a gas
station, you say, “I’d better get gas
before I get on the highway.” Is your
statement an antecedent?
a. Yes
b. No
Question
q Short answer
q Mukul is the behaver
q Jax and Mukul are playing cards. The
fire alarm sounds and Mukul covers
his ears. If “covering ears” is the
target behavior, the antecedent is the
______________.
Question
q Gaby is the behaver. Match each piece of the
sequence of the given scenario with its correct
label by filling in the blank next to each scenario.
q Antecedent q Gaby gets to play with
the stuffed horse
q Behavior q The RBT presents 3
toys to Gaby
q Consequence q Gaby points to the
stuffed horse

Question
q Multiple select
q Select all examples that specify an antecedent:
q Manny is the behaver: Manny sees a bird.
He says, “Bird.” The RBT says, “Right!”
q Laurel is the behaver: Laurel jumps in a
lake. Laurel gets wet.
q Anka is the behaver: Anka cries. Fiona
hugs Anka.
q Fiona is the behaver: Anka cries. Fiona
hugs Anka.
Question
q Short answer
q Behaver: Girl in the light blue shirt
q Behavior: Saying, “four”
q Identify the antecedent to the girl’s
behavior.

Question
q Short answer
q Behaver: Girl with blonde hair in the red
shirt
q Behavior: Giving the game to the girl in
the orange sweater
q Identify the antecedent to the blonde girl’s
behavior.
Question
q Short answer
q Behaver: Adult in the blue and white
shirt
q Behavior: Scolding the little girl
q Identify the antecedent to the adult’s
behavior.
Objective
q Two possible effects of an
antecedent stimulus on behavior
a. List

Two Antecedent Effects
q Antecedents can either:
§ Make a behavior MORE likely to occur
right now
§ Make a behavior LESS likely to occur
right now
Evoke and Abate

q When an antecedent stimulus makes
a behavior more likely to happen
right now, we say the antecedent
evokes the response
q When an antecedent stimulus makes
a behavior less likely to happen
right now, we say the antecedent
abates the response
Effects of Antecedents on Bx
Evoke
Make the
behavior more
Antecedents likely
What effect on
behavior? Abate
Make the
behavior less
likely

Antecedents vs Consequences
q Antecedents have an immediate
effect
§ They make the behavior more (or less)
likely to occur right now
q Consequences have a delayed
effect
§ They make the behavior more (or less)
likely to occur in the future
A Note on “Now” vs “Future”

q The target response always occurs AFTER the
antecedent, so in a way it occurs “in the future,”
right?
q The point here is that “NOW” means the
antecedent has an effect on the behavior right
now, during this A-B-C sequence.
q “In the FUTURE” means the effect of the
consequence is only seen during the NEXT
occurrences of the A-B-C sequence, not this
current one
Antecedent Effect on Behavior

Now
3 occurrences of a target behavior:
(A–B–C) –– (A–B–C) –– (A–B-C)
Passage of time

Consequence Effect on Behavior
Future
3 occurrences of a target behavior:
(A–B–C) –– (A–B–C) –– (A–B-C)
Passage of time
Question
q Multiple select
q Select all the are TRUE of antecedents:
q Occur before behavior
q Occur after behavior
q Can make behavior more likely to occur now
(evoke)
q Strengthen behavior (make it more likely to
occur in the future)
q Can make behavior less likely to occur now
(abate)
q Weaken behavior (make it less likely to occur
the future)
Question
q Fill in the blank
q If an antecedent makes a behavior
more likely, we say the antecedent
______ the response.

Question
q Antecedents have a(n) _______
effect on behavior.
a. Immediate
b. Delayed
Question
q Gaby is the behaver
q Antecedent: The RBT presents 3 toys to Gaby;
Behavior: Gaby points to the stuffed horse;
Consequence: Gaby gets to play with the
stuffed horse
q What effect did the antecedent have on Gaby’s
behavior?
a. Made it more likely (evoked)
b. Made it less likely (abated)
c. Reinforced it
d. Cannot tell from the information given
Scenario
q Rose made soup, brought it to the
table, and placed it in front of Hildy.
When a full bowl of soup was placed
in front of Hildy, she picked up the
spoon and began to eat. The soup
was delicious and felt good in her
belly. In the future, Hildy ate any
soup that Rose made for her.

Question
q Hildy is the behaver. Match each piece of the
scenario with the appropriate label by filling in
the blank next to each scenario.
q Antecedent q Hildy picked up a
spoon and ate soup
q Behavior q The soup tasted good
q Rose placed soup in
q Consequence
front of Hildy
Question
q Rose placed the soup in front of Hildy. Hildy
began to eat, and the soup tasted good. In the
future, Hildy ate Rose’s soup whenever it was
available.
q What effect did the antecedent have on Hildy’s
eating behavior?
a. Made it more likely that Hildy would begin
eating the soup
b. Made it more likely that Hildy would eat
Rose’s soup in the future
Question
q Rose placed the soup in front of Hildy. Hildy
began to eat, and the soup tasted good. In the
future, Hildy ate Rose’s soup whenever it was
available.
q What effect did the consequence have on
Hildy’s eating behavior?
a. Made it more likely that Hildy would begin
eating the soup
b. Made it more likely that Hildy would eat
Rose’s soup in the future

Question
q Jamal hears a fire truck coming
behind him and moves over to the
right lane. What is the antecedent?
a. Jamal is driving
b. Jamal changes lanes
c. The sound of a fire truck
d. There is a fire
Question
q Jamal hears a fire truck coming behind
him and moves over to the right lane. It
appears that the sound of the fire truck’s
siren ______ Jamal’s lane changing.
a. Abated
b. Evoked
c. Punished
d. Reinforced
Question
q Hideki was given a bowl of green tea ice
cream right after he put his dirty plate in
the sink. His rate of putting away his dirty
dishes increased in the future. Does this
scenario show the effect of an antecedent
on behavior?
a. Yes
b. No

More Examples of Antecedents
q Antecedents can also abate behavior (make
target responses less likely to occur)
q Examples:
§ Hildy stopped eating when the soup was
gone. The empty bowl abated Hildy’s
“eating” behavior
§ Bumper to bumper traffic makes it less likely
Jamal will change lanes. A line of cars in the
right lane abates Jamal’s “changing lane”
behavior
Question
q Rhonda was playing with matches.
Her mother walked in on her and she
immediately stopped playing with the
matches. Does this scenario show
the effect of an antecedent on
behavior?
a. Yes
b. No
Question
q Fill in the blank
q Rhonda was playing with matches.
Her mother walked in on her and she
immediately stopped playing with the
matches. Her mother walking in
________ her playing with matches.

Objective
q Describe stimulus control
Objective
q Two types of antecedents
a. List
Objective
q Discriminative stimuli (SD)
a. Identify the effect on behavior
b. Identify why that effect occurs

Two Basic Types of Antecedents
1. Discriminative stimuli
2. Motivating operations (MOs)
Stimulus Control
q “Stimulus Control”
§ When an antecedent stimulus reliably
exerts control over a response
q An antecedent stimulus develops this
effect when a target response is
reinforced more often when that
stimulus is present than when it is
NOT present
Stimulus Control in “English”

q In other words, when you do a
specific behavior in a certain
situation…
§ …and that behavior gets reinforced in
that specific situation,
§ …then later, when you are in a similar
situation in the future,
§ …you are likely to do that same
behavior again!

Discriminative Stimulus
q “Discriminative Stimulus”
§ A specific antecedent stimulus, which
exerts stimulus control over a particular
behavior
q A discriminative stimulus is
represented by the symbol: SD
Discriminative Stimulus (continued)
q The easiest way to think of this…

§ A discriminative stimulus (SD) signals
the availability of reinforcement

the availability of reinforcement…
§ Which is always due to a past history
of delivery of reinforcement for that
behavior in the presence of the SD


the availability of reinforcement…
§ Which is always due to a past history
of delivery of reinforcement for that
behavior in the presence of the SD
§ By signaling the likelihood of
reinforcement, it makes the behavior
more likely to happen (it evokes)
Example of Discriminative Control
q Lucy consistently reinforces Ricky’s

requests for help at work. Fred
ignores Ricky’s requests. Ricky’s
“requesting help” behavior will come
under the discriminative control of
Lucy’s presence, but not Fred’s
§ That is, Ricky is likely to ask for help in
Lucy’s presence, but not Fred’s
Example of SD
q A water fountain signals that water is
available
§ You have gotten water from it in the
past
§ In the presence of the water fountain,
you are more likely to engage in certain
responses that have resulted in water
in the past than you are to do those
responses when the fountain is absent

Example of SD (continued)
q An unlocked door signals that
escape is available as a reinforcer
§ You have left a room through an
unlocked door in the past
§ You are more likely to attempt to leave
a room when an unlocked door is
available than when the doors are all
locked
More SD Examples
q A light switch signals that light is
available
q A gas pump signals that gas is
available
q Presence of mom signals that
attention is available
q Presence of RBT signals that praise/
tokens/treats are available
How Does an SD Form?

q The Story of the New First Grade
Teacher

Question
q In relation to “asking for candy,” what
would be the SD?
a. The mom
b. The laptop
c. The babysitter
d. The hunger pangs in her stomach
Question
q In relation to “asking for a fork,” what
would be the SD?
² Hint: What signals a fork is available if you ask
for one?
a. Sight of a server
b. A salad in front of you
c. A person in a toll booth
d. An “open” sign

Question
q What effect does an SD have on
behavior?
a. Abates responding
b. Strengthens responding
c. Evokes responding
d. Weakens responding
Question
q Multiple select
q Select all of the following sentence completions
that are true.
q Discriminative stimuli (SDs):
q Are antecedents
q Signal the availability of a particular
consequence
q Make behavior more likely now
q Make behavior more likely in the future
Question
q When Becky took Tim to the doctor, he
threw a tantrum. She got him to stop by
giving him a toy and a treat. Tim now
tantrums every time Becky takes him to
the doctor. Tim is the behaver. What is
the likely SD in this scenario?
a. Becky
b. The toy Tim wants
c. The tantrum

3 Types of Discriminative Stimuli
q Each type of discriminative stimulus
is related to a past history of the
particular consequence that occurred
when that stimulus was present
§ SD = SD for reinforcement
§ SDP = SDP for punishment
§ SΔ = SΔ (delta) for extinction
Objective
q Motivating operations (MO)
a. List two types
b. Identify the effect on behavior
c. Identify why that effect occurs
“Discriminative” vs “Motivating”
q Discriminative stimuli are
completely based on the person’s
past experience
§ The person has learned that a
reinforcer is more likely to be obtained
in the presence of a particular
stimulus and…
§ Not likely when that stimulus is absent

“Discriminative” vs “Motivating”
(continued)
q Motivating operations are based on
the person’s current condition
§ What the person wants or needs (or
really does not want or need) at that
specific moment in time
The Motivating Operation

q An environmental event/condition
that alters the value of some stimulus
as a consequence
q Example:
§ No access to liquid for 8 hours
increases the value of water as a
reinforcer
Motivating Operations
Are Related to Consequences
q Motivating operations either:
§ Increase the value (i.e., effectiveness)
of a consequence
OR…
§ Decrease the value (i.e., effectiveness)
of a consequence

Two Types of Motivating
Operations
1. Establishing Operations (EO)
2. Abolishing Operations (AO)
Establishing Operation (EO)

q An EO establishes the value of a
consequence
q This means, the EO increases the
effectiveness (value) of that
consequence
§ E.g., an EO for reinforcement makes
reinforcement more effective
Examples of EOs
q Being cold increases the value
(effectiveness) of a sweater as a
reinforcer
q Eating a lot of salty popcorn
increases the value (effectiveness) of
water as a reinforcer

Abolishing Operation (AO)
q An AO abolishes the value of a
consequence
q This means, the AO decreases the
effectiveness (value) of that
consequence
§ E.g., an AO for reinforcement makes
reinforcement less effective
Examples of AOs
q Having a very large meal decreases
the value (effectiveness) of food as a
reinforcer
q Getting a lot of attention may
decrease the value (effectiveness) of
more attention as a reinforcer
q The Story of the Waiter and the
Water…
Effects of MOs on Consequences

(EOs)
Increase value/
effectiveness of a
Motivating consequence
Operations
Effect on (AOs)
consequences
Decrease value/
effectiveness of a
consequence

MOs and Behavior
q An MO has the effect of making a
reinforcer more or less valuable (i.e.,
you want it more, or you want it less)
q Therefore, MOs can make behavior
either:
§ More likely to happen now (evoke)
§ Less likely to happen now (abate)
EOs and Behavior

q An EO for reinforcement increases the
value (effectiveness) of a reinforcer
q This is an immediate effect (now)
q It is also a temporary effect (it only lasts
while the EO is in play)
§ When the EO goes away, the value of the
reinforcer goes away, and the behavior is no
longer evoked
EOs Have a Temporary Effect

q You most likely engage in behavior that
results in obtaining and consuming food
ONLY when you are reasonably hungry
q Hunger comes from not eating for awhile
q Not eating for a while creates the EO, and
it makes food increasingly valuable. The
EO only lasts until you have eaten, at
which point the EO for food goes away!

Effects of MOs on Behavior
Evokes (EOs)
Increases the
momentary
Motivating frequency
Operations
Effects on behavior Abates (AOs)
Decreases the
momentary
frequency
Examples of EOs and Their Effect

on Behavior
q Lack of food for several hours makes
food more valuable as a reinforcer
§ Evokes looking for food
q Lack of parental attention can make
parental attention more valuable
§ Evokes doing whatever gets attention
q Rain makes an umbrella valuable
§ Evokes getting an umbrella
Examples of EOs and Their Effect

on Behavior (continued)
q A lock makes a key valuable
§ Evokes looking for a key
q Darkness can make lamplight
valuable
§ Evokes turning on the light
q A fire alarm makes escape more
valuable
§ Evokes escape behavior

Examples of AOs and Their Effect
on Behavior
q Too much food just consumed makes
food less valuable as a reinforcer
§ Abates looking for food
q Excessive parental oversight makes
parental attention less valuable
§ Abates doing what gets attention
q Cloudless skies make umbrellas less
valuable
§ Abates looking for an umbrella
Examples of AOs and Their Effect

on Behavior (continued)
q An open door decreases the value of
a key
§ Abates looking for a key
q Daylight through the windows
reduces the value of lamplight
§ Abates turning on the lights
Question
q Multiple select
q Select all that are true of motivating
operations. MOs:
q Signal the availability of consequences
q May make behavior more or less likely
to occur in the present
q Alter the value of stimuli
q Are consequences

Question
q When is attention from a parent more
“valuable” to a child?
a. When the parent has been talking
to someone else for a long time
b. While the parent is providing
attention to the child
c. While the parent is giving demands
to the child
Question
q When might a snack be most
valuable?
a. After breakfast
b. Before lunch
c. During dinner
Question
q Fill in the blank
q When a reinforcer has more value,
then behavior that has resulted in
getting that reinforcer in the past is
____ likely to occur.

Reinforcer Value vs. Availability
Available Not Available
SD SΔ
Valuable
a b
EO
Not Valuable
AO
c d
Differentiating Between SDs and

EOs
q The water fountain (SD) vs. no water
for 8 hours (EO)
q The gas station (SD) vs. the gas
gauge on “E” (EO)
q The door (SD) vs. the fire alarm (EO)
What Antecedent Condition

Evokes Behavior?
Available Not Available
SD SΔ
Valuable
EO
a b
Not Valuable
AO
c d

Review of Antecedents
q Antecedents:
§ Are stimuli/conditions that occur before
behavior
§ Can make behavior more likely to occur
immediately – now (evoke)
§ Can make behavior less likely to occur
immediately – now (abate)
Review of Antecedents (continued)
q There are two types:

1. Discriminative stimuli = Signal the
availability of a consequence due to
past history
2. Motivating operations = Determine
the value of a consequence based on
current conditions
Thank You!
q Your knowledge of these terms will
allow you to learn how to teach many
different things to many different
people

Thank You!
people
q You will be using the most effective
teaching methods known to science
Thank You!
people
q You will be using the most effective
teaching methods known to science
q This knowledge can change your life!
Thank You!
Take it Seriously
Have Fun
Do Good Work
GO TO IT!

References
q Cooper, J. O., Heron, T. E., &
Heward, W. L. (2007). Applied
Behavior Analysis (2nd ed.). Upper
Saddle River, NJ: Merrill Prentice
Hall.
q Tarbox, J., & Tarbox, C.
(2017). Training Manual for Behavior
Technicians Working with Individuals
with Autism. Academic Press.

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Concepts and Principles II

Florida Tech Behavior Analysis

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Extinction is NOT… (continued)

Extinction is NOT… (continued)

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Two Types of Extinction

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Isn’t That a Restraint?

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The Extinction Curve

An Example: The Broken Soda

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The Broken Soda Machine

The Broken Soda Machine

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The Broken Soda Machine

The Broken Soda Machine

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The Broken Soda Machine

The Broken Soda Machine

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Is This an Example of Punishment?

q Scolding a child when he hits others

Is This an Example of Punishment?

q Scolding a child when he hits others

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q Getting a speeding ticket

Is This an Example of Punishment?

q Getting a speeding ticket

Is This an Example of Punishment?

q Getting a speeding ticket

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Are These Examples of

Are These Examples of

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Video Example or Activity

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Two Types of Punishment

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q For negative punishment to occur,

Negative Punishment (continued)

The Target The Appetitive

Examples of Negative Punishment

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Video Example or Activity

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A Note About Time-outs, Suspensions,

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Example #1 of Time-Out from

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Time-Out from Positive

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