Concepts and Principles
Motivating operations versus discriminative stimuli
Motivating operations alter reinforcer value and momentary response frequency; discriminative stimuli signal reinforcement availability.
Concept review facts
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What this concept means here
Motivating operations alter reinforcer value and momentary response frequency; discriminative stimuli signal reinforcement availability.
How it appears in questions
Identify value-altering variables in a scenario.
Best next action
If this concept is weak, practice Concepts and Principles scenarios and write one correction rule after each miss.
How this shows up in scenario questions
- 1Identify value-altering variables in a scenario.
- 2Distinguish an MO from an SD when both antecedents are present.
- 3Explain why deprivation, satiation, effort, or pain changes behavior.
Common misconceptions
- Calling every antecedent an SD.
- Confusing reinforcer availability with reinforcer value.
- Treating MOs as consequences.
Distractor patterns
- Discriminative stimulus when the stem emphasizes value alteration.
- Response generalization when no new response form is described.
- Punishment when behavior increases.
Self-check before more practice
Can you define it without using the term itself?
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Can you reject the closest distractor?
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Related terms
MOEOAOSDstimulus control
Turn this concept into practice
Use this page as a weak-area checkpoint: practice related scenarios, then review missed answers and save a study plan from your results.
Related study guides
Related practice prompts
Practice moreBehavior, response, and response class: Stimulus control, discrimination, and generalization.
A client contacts two different consequences for the same response across settings, and responding shifts toward the setting with more reliable access. Across 4 sessions in service week 1, 3 observers recorded 17 minutes of observation in the telehealth caregiver meeting. The BCBA's interpretation should:
Stimulus and stimulus class: Stimulus control, discrimination, and generalization.
During early intervention clinic sessions, a 5-year-old learner completes asking for a break when one cue is present but not when a similar cue is used by another adult. Across 5 sessions in service week 1, one observer recorded 18 minutes of observation in the early intervention clinic. The data pattern suggests the BCBA should first:
Stimulus control examples: Stimulus control, discrimination, and generalization.
During community outing sessions, an adolescent completes waiting for access when one cue is present but not when a similar cue is used by another adult. Across 5 sessions in service week 2, 2 observers recorded 28 minutes of observation in the community outing. The data pattern suggests the BCBA should first:
Stimulus discrimination examples: Stimulus control, discrimination, and generalization.
A client contacts two different consequences for the same response across settings, and responding shifts toward the setting with more reliable access. Across 6 sessions in service week 2, 3 observers recorded 29 minutes of observation in the telehealth caregiver meeting. The BCBA's interpretation should:
Stimulus and response generalization: Stimulus control, discrimination, and generalization.
During early intervention clinic sessions, a 5-year-old learner completes asking for a break when one cue is present but not when a similar cue is used by another adult. Across 7 sessions in service week 2, one observer recorded 30 minutes of observation in the early intervention clinic. The data pattern suggests the BCBA should first:
More concepts in this domain
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