Week 3: Understanding Behavior Functions and Motivating Operations

Dr. Nuse

Hi All! Welcome to Week 3. This week we are digging into our first chapter of our Cipani Textbook. Let's get started.

Dr. Nuse

So, when we talk about the functions of behavior, what we’re really looking at is the "why" behind the actions. There are four major categories we use in behavior analysis to classify these reasons—Direct Access, Direct Escape, Socially Mediated Access, and Socially Mediated Escape. These are specific terms that Cipani uses to help describe the purpose a behavior may serve. Be sure to note these. Each serves a distinct function and tells us something about the individual’s needs or environment.

Dr. Nuse

Let’s start with Direct Access, often abbreviated DA. Your accompanied slides will also use these as acronyms, too. Here, the behavior itself produces the reinforcer immediately. Think of a child crying to get a cookie. The act of crying results in the immediate reward of obtaining the cookie. It’s simple, direct, and gets the job done—well, from the child’s perspective, anyway.

Dr. Nuse

Next, there's Direct Escape, or DE. This occurs when the behavior allows the individual to remove an aversive situation—or, in plain terms, something they really don’t wanna deal with. Imagine a student stomping their foot loudly during a difficult classroom task, prompting the teacher to let them leave the room. In this case, the stomping behavior directly leads to escaping the task.

Dr. Nuse

Now, let’s add a social dimension. Socially Mediated Access, or SMA, works a little differently. Instead of achieving the desired item or activity on their own, the individual gets someone else—often unintentionally—to provide the reinforcer. For example, imagine that same child from earlier crying for attention, but this time it’s targeted at their parent. If the parent responds by giving them the cookie, we have an instance of SMA, because it required someone else’s involvement to secure that outcome.

Dr. Nuse

Similarly, Socially Mediated Escape, or SME, involves others in an avoidance or escape situation. Think, for example, of a student feigning injury in gym class to avoid participation. The gym teacher tells them to go sit on the sidelines, effectively removing the aversive activity. Make sense so far? We’re seeing behaviors shaped by these interactions within an environment.

Dr. Nuse

Let me highlight these distinctions further by looking at how contingencies—the outcomes following behaviors—reinforce these actions. Take a contingency table. A child crying might consistently result in cookie access, making crying a reliable method for future attempts. Or consider a man stomping to avoid tasks; if this reliably results in, say, a staff member backing off, we’d predict an increase in stomping, wouldn’t we? These contingencies teach individuals, over time, that certain behaviors are effective under specific conditions.

Dr. Nuse

The bigger point here is that these functions, whether for Access or Escape, highlight how reinforcement operates to guide what we do. The environment is constantly shaping and reinforcing behavior in ways we sometimes overlook.

Dr. Nuse

Now, when we think about why certain behaviors occur, we need to introduce the concept of motivating operations. These antecedent events—or Establishing Operations, as we call them—serve to enhance both the value of a reinforcer and the likelihood of the behavior that precedes it. When we talk about deprivation, such as not having eaten for several hours, the value of food increases dramatically, doesn’t it? In behavioral terms, this state of deprivation creates what we call an EO for food.

Dr. Nuse

To make this idea clearer, let’s use another example. If someone has gone without social interaction for days, they might be much more likely to seek attention through behaviors that have been effective in the past. Maybe they initiate a conversation, or in some cases, engage in inappropriate behavior like shouting to grab someone’s focus. The EO here—social deprivation—functions to elevate the importance of any behavior that could gain attention.

Dr. Nuse

On the flip side, we have Abolishing Operations, or AOs, which reduce both the value of a reinforcer and the behavior tied to it. Take hunger again, but this time imagine a large meal has just been consumed. The incentive to seek food decreases substantially, right? In this case, the act of eating operates as an AO, effectively diminishing the drive for more food-related behaviors. It’s all about balancing the relationship between need and reinforcement.

Dr. Nuse

One way to dive deeper into these ideas is through the classroom exercises presented in Cipani’s work, where students analyze hypothetical scenarios to explain behaviors. Let’s take this example: A child who habitually disrupts class to gain teacher attention may experience an AO if another student consistently engages them in meaningful social interaction prior to class. The teacher’s attention doesn’t hold the same power anymore, does it? These scenarios help us untangle what’s motivating behaviors in both access and escape conditions.

Dr. Nuse

But let’s circle back to the mechanics of EOs for just a moment. What’s fascinating is their dual role—not only do they increase the value of a reinforcer, but they also make the associated behavior more likely. For instance, a student deprived of screen time might suddenly start cooperating with their parent’s requests if the parent signals the possibility of earning that screen time back. It’s the EO that sets the stage, so to speak, for those behaviors to reappear.

Dr. Nuse

The interplay between these motivating operations and what we observe in behavior is a constant feedback loop. At any given time, these antecedent states are subtly steering actions and choices, often in ways that can seem almost automatic. Understanding the factors that influence this dynamic, like deprivation or satisfaction, gives us a powerful tool for predicting and even redirecting behavior effectively within the environments we work in.

Dr. Nuse

So now that we’ve laid the groundwork by understanding motivating operations and the primary functions of behavior, how do we actually translate this knowledge into actionable plans? That’s where targeted behavioral interventions come into play, tailored specifically to address the Access and Escape functions we’ve discussed earlier.

Dr. Nuse

Let’s consider Access functions first. For example, take a child like Oskar, who exhibits extreme oppositional behavior. One strategy is to recognize his behavioral triggers and preemptively provide desirable activities or items during non-conflict moments. By doing so, we establish a pattern where acceptable behaviors—not opposition—yield the desired outcomes. Essentially, we’re teaching replacement behaviors that serve the same function without the negative impacts.

Dr. Nuse

On the flip side, strategies for Escape functions often involve diminishing the aversive nature of tasks while reinforcing compliance. Say a student avoids math work by throwing tantrums. Through gradual exposure paired with positive reinforcement for engagement—like incorporating preferred activities into the lesson—we shift their motivation, making participation more rewarding than escape.

Dr. Nuse

Another powerful tool is simulation-based practice. Cipani’s method uses structured role-play scenarios to dissect behaviors and their functions. Take a hypothetical case: a student repeatedly leaves their seat without permission. Participants could analyze whether the action serves an Access function, like gaining peer attention, or an Escape function, such as avoiding a challenging curriculum. Role-playing fosters insight into how various conditions drive behavior and how interventions can realign those dynamics.

Dr. Nuse

Brainstorming real-world examples furthers this process. Educators and clinicians might reflect on situations where function-based interventions could alter problematic behaviors in diverse settings—be it in classrooms, homes, or clinical environments. Imagine identifying a sequence where a child disrupts lessons to avoid difficult questions. By gradually increasing question difficulty while integrating immediate, manageable rewards for attempts, we’re shaping behaviors positively over time.

Dr. Nuse

Ultimately, what we’re striving for is a methodical approach that aligns with the individual’s environment and history, recognizing the reinforcing or aversive conditions at play. By doing so, we effectively neutralize maladaptive behaviors while encouraging those that promote growth and stability. This process underscores the dynamic nature of behavioral analysis—one where thoughtful planning and insightful observation come together to create meaningful change.

Dr. Nuse

And that wraps up this exploration of Chapter 1 which focused on behavior functions and motivating operations. Thank you for joining me, and I look forward to diving into our next behavioral topic together. Until then, stay curious and observant!