Understanding Motivating Operations in Applied Behavior Analysis for Children with Autism

Motivation plays a crucial role in shaping behavior, especially when working with children with autism. Sometimes, a child’s behavior may seem puzzling or unresponsive to typical teaching methods. This often comes down to what drives their actions—their motivation. In applied behavior analysis (ABA), this concept is called motivating operations (MOs). Understanding MOs helps caregivers, therapists, and educators create better learning opportunities and improve communication for children with autism.

What Are Motivating Operations?

Motivating operations are events or conditions that change how much a person wants something and how likely they are to act to get it. In simple terms, an MO is the motivation behind a behavior. The term was introduced in the 1980s and has since become a key idea in ABA, especially when working with children who have autism.

MOs influence whether a behavior will happen by changing the value of a reinforcer. A reinforcer is something that increases the chance a behavior will happen again, like praise, a favorite toy, or a snack. If the MO makes the reinforcer more valuable, the behavior is more likely to occur. If it makes the reinforcer less valuable, the behavior is less likely.

For children with autism, motivation can look different from typically developing children. They may not respond to common reinforcers or may have unique interests that drive their behavior. Understanding these differences helps tailor teaching strategies to each child’s needs.

Two Main Types of Motivating Operations

There are two types of motivating operations that affect behavior in opposite ways:

Establishing Operations (EOs)

Establishing operations increase the value of a reinforcer and make behaviors that lead to that reinforcer more likely. For example, if a child is hungry, food becomes a stronger motivator. The child is more likely to engage in behaviors that have previously earned food, such as asking for a snack or completing a task.

EOs create opportunities to teach new skills because the child is more motivated to learn and communicate when the reinforcer is valuable. For instance, if a child loves a particular toy but hasn’t shown interest in sharing it, withholding the toy for a short time can increase its value. When the toy is offered again as a reward for sharing, the child is more likely to try this new behavior.

Abolishing Operations (AOs)

Abolishing operations decrease the value of a reinforcer and reduce the likelihood of behaviors that have been reinforced by it. For example, if a child just ate a large meal, food is less motivating. The child is less likely to ask for snacks or work for food rewards.

AOs can be useful when trying to reduce unwanted behaviors. If a behavior is maintained by attention, providing attention freely can reduce the motivation to engage in that behavior. This helps in managing challenging behaviors by changing what the child finds valuable at the moment.

Why Motivating Operations Matter for Children with Autism

Children with autism often show different patterns of motivation compared to their peers. They may not respond to typical reinforcers like social praise or may have strong preferences for specific objects or routines. This can make teaching new skills or encouraging communication challenging.

By identifying what motivates a child, therapists and caregivers can:

• Increase learning opportunities by using reinforcers that the child values at the moment.

• Improve communication by encouraging the child to ask for what they want.

• Reduce challenging behaviors by adjusting the value of reinforcers that maintain those behaviors.

• Personalize interventions to fit the child’s unique interests and needs.

  
  

For example, a child who loves music might not respond to food rewards but will work hard for access to a favorite song. Recognizing this allows the therapist to use music as a powerful reinforcer, increasing the child’s motivation to learn new skills.

Practical Examples of Motivating Operations in ABA

Here are some real-life examples of how motivating operations work in practice:

• A child who is thirsty (EO) is more likely to ask for water or complete a task to get a drink.

• After playing with a toy for a long time, the toy loses its appeal (AO), so the child is less likely to work for it as a reward.

• A child who has not had screen time all day (EO) may be more motivated to follow instructions to earn a few minutes of tablet use.

• If a child receives lots of attention for a behavior, the value of attention as a reinforcer decreases (AO), reducing the behavior.

  
  

These examples show how understanding MOs helps create natural learning moments and supports positive behavior change.

How to Identify Motivating Operations

Identifying MOs requires careful observation and knowledge of the child’s preferences and routines. Some tips include:

• Observe behavior changes: Notice when a child is more or less likely to engage in certain behaviors.

• Track reinforcer effectiveness: See which rewards work best at different times.

• Ask caregivers: Parents and teachers often know what motivates the child.

• Use preference assessments: Structured methods to find out what the child likes.

  
  

Once identified, MOs can guide the timing and type of reinforcement used in teaching sessions.

Using Motivating Operations to Support Skill Development

When teaching new skills, it helps to create an establishing operation that makes the reinforcer more valuable. For example:

• If teaching a child to request a break, withholding the break for a short time increases its value.

• If working on communication, withholding a favorite toy briefly can motivate the child to ask for it.

  
  

By adjusting MOs, therapists can increase the chances that the child will engage in the desired behavior and learn new skills more quickly.

Final Thoughts

Motivating operations are a powerful tool in applied behavior analysis, especially for children with autism. They explain why a child might act a certain way at one time but not another. Understanding and using MOs helps create effective, personalized teaching strategies that increase motivation, improve communication, and reduce challenging behaviors.

Caregivers and professionals who work with children with autism can benefit greatly from learning about motivating operations. By paying attention to what drives a child’s behavior, they can support meaningful progress and help children reach their full potential.

If you work with children with autism, start observing what motivates them today. Use that knowledge to create learning opportunities that feel natural and rewarding. The right motivation can make all the difference.

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Every child deserves the opportunity to reach their full potential. If you're searching for trusted autism therapy in Colorado or New Mexico, our Board Certified Behavior Analysts (BCBAs) and clinical team are ready to support your family. Reach out today to schedule a consultation with Consultants for Children.