Understanding motivating operations (MOs) is one of the most critical skills for any applied behavior analysis (ABA) practitioner or BCBA® candidate. While discriminative stimuli (SDs) signal the availability of reinforcement, motivating operations alter how much the learner values that reinforcement in the first place—and, as a result, how likely they are to engage in the behavior that produces it.
Without identifying and manipulating motivating operations effectively, even the most well-designed teaching plans can fall flat. A learner may know the skill but simply have no reason to use it in that moment. Conversely, the right MO can make learning opportunities highly effective, evoking behaviors and making reinforcers more powerful.
This guide will break down what motivating operations are, how they function, and how you can use them to boost engagement, strengthen interventions, and improve maintenance of skills.
What Are Motivating Operations in ABA?
Motivating operations are antecedent events that temporarily alter:
- The value of a consequence (reinforcer or punisher).
- The likelihood of behaviors that have historically produced that consequence.
They don’t create new behaviors out of nowhere; rather, they temporarily increase or decrease the probability of a behavior that already exists in the learner’s repertoire.
The Two Key Effects of MOs
Value-Altering Effect
An MO changes how much a consequence is “worth” to the learner at that moment. If the value of a reinforcer goes up, the learner is more likely to work for it. If it goes down, motivation drops.
Behavior-Altering Effect
An MO changes the current likelihood of a behavior. This means that while the value is high, the associated behavior is evoked; when the value is low, the behavior is abated.
Establishing Operations (EOs)
An establishing operation increases the value of a consequence and evokes behaviors that have previously led to that consequence.
Example:
- Scenario: You haven’t eaten in six hours.
- Value Alteration: Food becomes more valuable.
- Behavior Alteration: You’re more likely to open the fridge, cook a meal, or order takeout.
Other EOs include:
- Sleep deprivation (increases the value of rest-related behavior)
- Thirst (increases the value of water-seeking behavior)
- Being in the sun (increases the value of shade or sunscreen)
Abolishing Operations (AOs)
An abolishing operation decreases the value of a consequence and abates behaviors that have historically produced it.
Example:
- Scenario: You’ve just finished a large meal.
- Value Alteration: Food is less valuable.
- Behavior Alteration: You’re less likely to snack or request food.
Other AOs include:
- Drinking a large amount of water (decreases the value of water)
- Getting sufficient rest (reduces the value of sleep)
- Overexposure to a preferred activity (reduces motivation for that activity temporarily)
Evocative and Abative Effects
EOs typically produce evocative effects—behaviors that have led to the reinforcer in the past temporarily increase.
AOs typically produce abative effects—behaviors related to that reinforcer temporarily decrease.
Example:
- EO: Long line at a coffee shop but high caffeine craving → evokes waiting in line despite inconvenience.
- AO: Recently drank two large coffees → abates going out to buy another.
Distinguishing MOs from SDs
- SD: Signals that reinforcement is available if the behavior occurs. It doesn’t change how much you want the reinforcer.
- MO: Changes how much you want the reinforcer and, therefore, how likely you are to perform the behavior.
Quick Test:
If the item or activity is always available, the SD stays constant. Only when something changes the value (e.g., deprivation or satiation) are you looking at an MO.
Real-World Examples of MOs in ABA Sessions
Example 1: Teaching Requesting Skills
If a child hasn’t played with a favorite toy in a while (EO), they’re more likely to request it. You can use this to create a high-value teaching opportunity.
Example 2: Preventing Problem Behavior
If a child is satiated on attention, the value of attention-seeking behaviors decreases (AO), making it easier to teach alternative skills without reinforcing problem behavior.
Example 3: Boosting Skill Generalization
Rotating materials and reinforcement types keeps motivation high and prevents over-satiation, which supports both acquisition and maintenance.
Using MOs to Improve Teaching Outcomes
Plan Session Timing Strategically
Schedule skill instruction when the EO for a reinforcer is naturally high.
Rotate and Vary Reinforcers
This prevents satiation and keeps engagement high over time.
Create MOs Intentionally
Control access to certain reinforcers before a session to ensure the learner is motivated during teaching.
Reduce MOs for Problem Behavior
If escape from work is reinforcing problem behavior, adjust session demands or intersperse easier tasks to reduce the EO for escape.
MO-Based Troubleshooting in ABA Programs
When progress stalls, an often-overlooked factor is the MO in place during sessions. If the learner isn’t engaging, ask:
- Has the EO for the target reinforcer decreased?
- Has the learner been given unrestricted access to the reinforcer outside of teaching?
- Is there a competing MO for another activity or need?
Small environmental changes—like adjusting break schedules, rotating reinforcers, or altering the teaching setting—can quickly restore strong MOs and re-energize the session.
MO Manipulation for Behavior Reduction
MOs are equally valuable for decreasing unwanted behaviors. If a learner engages in aggression to escape tasks, reducing the EO for escape (e.g., by making demands more manageable or reinforcing tolerance to delay) can lower problem behavior frequency. Likewise, if a learner engages in property destruction to access a toy, you can temporarily reduce the EO by providing access beforehand or offering alternative activities.
Video Resource
Watch the video breakdown here for more examples: Identify Motivating Operations — BCBA® Exam Review.
FAQs
What is a motivating operation in ABA?
A motivating operation (MO) is an antecedent event or condition that changes the value of a consequence and alters the likelihood of a behavior that that consequence has reinforced in the past. For example, if a learner hasn’t had access to a favorite snack for several hours, the value of that snack increases, and behaviors like requesting or searching for it are more likely to occur. MOs are critical because they help explain why a learner might perform a skill one day and not the next, even if the skill is mastered.
How are MOs different from SDs?
While both MOs and discriminative stimuli (SDs) occur before behavior, they serve different purposes. An SD signals that reinforcement is available if the correct behavior occurs—it answers the question, “Will I get it if I do this now?” In contrast, an MO changes how much the learner values the reinforcer—it answers the question, “Do I even want it right now?” For instance, the presence of a vending machine (SD) means you can get a drink, but whether you choose to buy one depends on whether you’re thirsty (MO). Without the MO, the SD alone might not trigger the behavior.
What are some examples of establishing and abolishing operations?
An establishing operation (EO) increases the value of a reinforcer and evokes behavior to obtain it. Examples include food deprivation expanding the value of food, or the lack of social contact making social interaction more reinforcing. An abolishing operation (AO) decreases the value of a reinforcer and reduces the likelihood of the associated behavior. Examples include eating a large meal (reducing food’s value) or playing extensively with a favorite toy until interest decreases. These operations can shift rapidly and vary between learners, which is why ongoing observation is essential in ABA practice.
Why are MOs important in behavior intervention?
MOs directly affect whether a teaching opportunity or intervention will be effective at that moment. If a learner is not motivated by a reinforcer, even well-planned instruction may fail to produce the desired behavior. Understanding MOs allows practitioners to time teaching for when motivation is naturally high or to manipulate conditions to create stronger motivation. In behavior reduction, MOs help identify ways to reduce motivation for problem behaviors—such as decreasing the EO for escape when trying to minimize task-avoidant behavior.
Can MOs be intentionally manipulated in ABA?
Yes. Skilled practitioners frequently adjust MOs to maximize learning or minimize problem behavior. For example, if the goal is to teach a child to request a certain toy, the therapist might temporarily restrict access to that toy before the session to create a strong EO. In contrast, if the goal is to prevent aggression that occurs to gain attention, the practitioner might provide ample positive attention throughout the day to reduce the EO for attention-seeking aggression. These adjustments must be ethical, carefully planned, and always in the learner’s best interest.
Do MOs apply only to reinforcement, or also to punishment?
MOs apply to both reinforcement and punishment. They can increase or decrease the effectiveness of a reinforcer (positive or negative) or a punisher. For example, if someone has recently received repeated criticism (punishment, the value of avoiding further criticism (negative reinforcement) may increase, making them more likely to comply with requests. Similarly, if a learner is tired, a loud noise might be more aversive (stronger punisher) than it would be when they are well-rested.
Also Read: Response Maintenance in ABA: Ensuring Long-Lasting Behavior Change