Applied Behavior Analysis
Module 7.2: a) Initial objectives for motivating operations; b) objectives for procedures used in the development of stimulus control (there is overlap between 7.1 and 7.2 in this regard)
Introduction to motivating operations (there will be additional objectives related to MO next week) (sources: Tutorial on MO (Bb article); CMO-R in instruction of autistic children (Bb article)
1. Basic motivating operations (see article by Langthorne and McGill (Tutorial on MO)
a. Define and describe the functions of motivating operations. Include all the aspects of motivating operations including terms such as: establishing/abolishing operations (reinforce/value altering effect); evocative/abative effects (behavior altering effects). Explain how the impact of a motivating operation is temporary.
b. Differentiate between conditioned and unconditioned motivating operations.
c. Describe the two outcomes that must be present for there to be a motivating operation (hint: effects on rate of behavior and potency of a stimulus).
d. Carefully compare and contrast stimulus control and motivating operations (for example, discriminate between a behavior altering effect and a value altering effect.)[See a) beginning on pg. 664 in Carbone et al; beginning on p. 24 in Langthorne and McGill.]
2. Antecedent vs contingent aversive stimuli. Summarize how the same stimulus could act as a UMO for some response class and be involved in positive punishment for another response class depending on whether it was an antecedent (to behavior) stimulus or a contingent (consequence) stimulus. The idea is that an aversive stimulus could have multiple functions depending on whether it is an antecedent to some behavior, or contingent on the occurrence of other behavior.
3. Unconditioned Motivating Operations for positive reinforcers (see article by Langthorne and McGill (Tutorial on MO))
a. Discuss and define the unconditioned motivating operations related to unconditioned positive
Introduction to motivating operations (there will be additional objectives related to MO next week) (sources: Tutorial on MO (Bb article); CMO-R in instruction of autistic children (Bb article)
1. Basic motivating operations (see article by Langthorne and McGill (Tutorial on MO)
a. Define and describe the functions of motivating operations. Include all the aspects of motivating operations including terms such as: establishing/abolishing operations (reinforce/value altering effect); evocative/abative effects (behavior altering effects). Explain how the impact of a motivating operation is temporary.
b. Differentiate between conditioned and unconditioned motivating operations.
c. Describe the two outcomes that must be present for there to be a motivating operation (hint: effects on rate of behavior and potency of a stimulus).
d. Carefully compare and contrast stimulus control and motivating operations (for example, discriminate between a behavior altering effect and a value altering effect.)[See a) beginning on pg. 664 in Carbone et al; beginning on p. 24 in Langthorne and McGill.]
2. Antecedent vs contingent aversive stimuli. Summarize how the same stimulus could act as a UMO for some response class and be involved in positive punishment for another response class depending on whether it was an antecedent (to behavior) stimulus or a contingent (consequence) stimulus. The idea is that an aversive stimulus could have multiple functions depending on whether it is an antecedent to some behavior, or contingent on the occurrence of other behavior.
3. Unconditioned Motivating Operations for positive reinforcers (see article by Langthorne and McGill (Tutorial on MO))
a. Discuss and define the unconditioned motivating operations related to unconditioned positive