Real-Life Applications of Behavior Altering Effect in ABA

Differences Between Behavior-Altering and Value-Altering Effects

Motivating operations have two distinct influences: a behavior-altering effect and a value-altering effect. While they happen together, they are different. PTB co-founder Dana Meller explains that the value-altering effect changes how effective something is as a reinforcer. For example, if you are hungry, the value of food as a reinforcer increases.

The behavior-altering effect is the change in your behavior caused by that change in value attributed to the independent variable. Because food is more valuable, you are more likely to engage in behaviors to get food, like cooking or ordering takeout. One effect changes the want, and the other changes the action. Understanding this breakdown is essential in behavior analysis.

This temporary, in-the-moment change is what distinguishes a behavior-altering effect from a function-altering effect. A function-altering effect is a long-term change based on a history of reinforcement that influences the occurrence of behavior. The table below provides a simple breakdown.

Real-Life Applications for Children in ABA Therapy

The principles of the behavior-altering effect are not just theoretical; they have powerful real-life applications, especially for children in ABA therapy. A BCBA can strategically create motivating operations to encourage positive behaviors, including providing examples of behavior. For example, if a child loves bubbles, a therapist might briefly withhold them to increase the child's motivation to communicate or complete a task to earn them. This is a simple form of positive reinforcement.

By leveraging these natural motivations, therapists can make learning feel less like work and more like play. This approach is instrumental in building new skills, from communication to social interaction, through techniques like observational learning and imitation, including practicing with a mock exam question. The following sections will provide specific examples of how this is applied.

Enhancing Communication Skills Through Behavior-Altering Techniques

One of the most impactful applications of the behavior-altering effect in ABA is in enhancing communication. For a non-verbal child or a child learning sign language, creating a need is the first step to encouraging communication. For instance, a therapist might place a favorite toy in a clear box that the child cannot open, providing additional examples of how this situation acts as an MO, increasing the value of getting help and evoking communication attempts.

When the child tries to communicate—by pointing, vocalizing, or signing—the therapist can provide positive reinforcement by opening the box. This interaction links communication with a desired outcome. Over time, this process helps the child understand the power of communication.

Techniques used in behavior analysis to facilitate this include:

• Prompt Delay: Waiting a few seconds before giving a prompt to encourage an independent response.
• Stimulus Fading: Gradually removing prompts so the child learns to communicate without assistance, utilizing indirect functional assessment methods to tailor the approach.
• Response Prompts: Guiding the child to make the correct communicative response.

Promoting Positive Social Behaviors in School Settings

In school settings, the behavior-altering effect can be used to promote positive social interactions. How do motivating operations and SD create a behavior-altering effect here? A teacher can set up a fun group activity that requires teamwork. The desire to participate and succeed in the game becomes a powerful MO that evokes cooperative behaviors like sharing, taking turns, and communicating with peers.

This creates a natural environment for teaching and reinforcing social skills. Instead of just talking about being a good friend, students get to practice it in a motivating context that includes an added component of motivation. The teacher can use reinforcement to praise specific examples of good teamwork, increasing the likelihood that those behaviors will be repeated. This is a form of generative learning where skills are applied in new situations.

Strategies that rely on this principle include:

• Differential Reinforcement of Low Rates (DRL): Reinforcing a student for reducing the frequency of a behavior, like interrupting, to an appropriate response rate level.
• Compound Schedule of Reinforcement: Using token economies where students earn rewards for demonstrating a variety of social skills.
• Stimulus Control: Ensuring that the classroom environment itself signals that positive social behavior is expected and rewarded.

Conclusion

In conclusion, understanding the behavior-altering effect in Applied Behavior Analysis (ABA) is crucial for both therapists and caregivers, especially with the guidelines from the Behavior Analyst Certification Board. This concept not only enhances communication skills and promotes positive social behaviors in children but also lays the foundation for effective interventions. By utilizing behavior-altering techniques endorsed by the Behavior Analyst Certification Board, we can create supportive environments that encourage desired behaviors and improve the overall quality of life for individuals receiving ABA therapy.

At Blue Jay ABA, we focus on turning evidence-based principles into real-life progress that families can see and feel every day. Serving children across North Carolina, our team uses behavior-altering strategies to help build independence, strengthen communication, and support positive routines at home, school, and in the community. By providing clear guidance and personalized plans, we help parents understand how these techniques work and how they can make meaningful changes in daily life. Contact Blue Jay ABA today to learn how our practical, family-centered approach can support your child’s growth.

Frequently Asked Questions

Sources:

• https://www.sciencedirect.com/science/article/abs/pii/S0891422207000571
• https://pmc.ncbi.nlm.nih.gov/articles/PMC6269381/
• https://www.sciencedirect.com/topics/psychology/stimulus-fading
• https://pmc.ncbi.nlm.nih.gov/articles/PMC3177329/
• https://behavioranalyststudy.com/compound-schedules-of-reinforcement/