What Are Motivating Operations — And Why Should You Care?
Whether your child is already receiving ABA therapy through our team or you’re just starting to explore what we do, one of the most important concepts we use every day is something called a motivating operation (or MO for short).
Let me break this down in plain language — no jargon, just the stuff that helps you understand how and why your child learns and behaves the way they do.
Motivation Isn’t Just “Wanting Something”
Think about a time when your child really wanted a snack — like, more than anything else. Maybe they hadn’t eaten in a while and were extra hungry. Now think about a time they were offered the same snack right after a big lunch and just pushed it away.
Same snack. Totally different reaction.
That’s the power of motivation — and in ABA, we look at it through a concept called a motivating operation. It’s a temporary state that changes (1) how much your child wants something and (2) how likely they are to do something to get it (Michael, 1993).
And as their therapist, I watch for those shifts in motivation all the time, because they help me know when your child is ready to learn — and what will make it worth their effort.
Two Kinds of Motivation We Look At
1. Unconditioned MOs — Built-In Motivators
These are the “default settings” every human has. Hunger, thirst, tiredness, the need to move around — your child doesn’t have to be taught to care about these. They’re wired in.
2. Conditioned MOs — Learned Through Life
These motivators come from experience. Over time, your child learns that certain sounds, places, people, or routines lead to things they like (or want to avoid). These learned motivators can be just as powerful — sometimes even more so — than the natural ones (Michael, 2000).
Let’s Talk About Conditioned MOs (CMOs)
Here’s where things get interesting. There are three types of CMOs we pay attention to during therapy, and understanding them can help you make sense of your child’s behavior both in session and at home.
CMO-S: Surrogate
This one’s about pairing. Something neutral starts to take on meaning because it’s been linked to a motivating event over and over.
Example: Every time Mom puts on soft music and dims the lights, it’s time for bed. Eventually, just hearing that music signals to your child that sleep is coming — even if Mom isn’t around. The music becomes a motivator because it’s been paired with the bedtime routine.
CMO-R: Reflexive
This kind of MO shows up when something signals that something unpleasant might be coming. It’s like an early warning system.
Example: Let’s say your child has had tough experiences with a certain toy that breaks easily or makes a loud sound. Eventually, just seeing that toy might make them avoid it — not because of the toy itself, but because of what it signals is coming next (frustration or discomfort).
CMO-T: Transitive
This one’s about problem-solving. Your child wants something, but they need something else first to get it — and that “something else” suddenly becomes very valuable.
Example: Your child wants to open a favorite app on the tablet, but it needs a password. The password itself isn’t fun, but right now, it’s the key to something they do want. So suddenly, remembering or requesting the password becomes a big deal.
Why Does This Matter for Your Child’s ABA Therapy?
When we know what’s motivating your child — and when those motivators are strongest — we can create teaching opportunities that really click. It helps us:
- Choose reinforcers that actually matter in the moment
- Reduce frustration by noticing when motivation isn’t there
- Prevent challenging behavior by adjusting the environment
- Make learning feel meaningful and rewarding — not forced
And here’s the most important part: we want you to understand this too. Because motivation doesn’t stop when your child leaves their session. It’s part of their whole day — at home, at school, in the car, during bedtime — and the more you see it, the more you’ll feel empowered to support them.
Want to See Motivation in Action?
We’d love to show you how we track and respond to these shifts during sessions. If you’re ever curious about why we’re using a certain strategy, reinforcer, or timing — ask us. We’ll walk you through it. This is a partnership, and your insights matter just as much as ours.
Thanks for being here, and thank you for trusting us with your child’s growth.
References:
Michael, J. (1993). Establishing operations. The Behavior Analyst, 16(2), 191–206.
Michael, J. (2000). Motivating operations. The Behavior Analyst, 23(2), 131–151.
