Journal:
Focus on Autism and Other Developmental Disabilities, 25 (2) 110 – 124; 2010.
Title:
The Role of the Reflexive-Conditioned Motivating Operation (CMO-R) During Discrete Trial Instruction of Children with Autism.
Authors:
Vincent J. Carbone, Barry Morgenstern, Gina Zecchin-Tirri, and Laura Kolberg.
Discussion Questions: Only use this source 1. In the laboratory example of the development of the CMO-R, the “Tone” is repeatedly correlated or paired with a worsening set of conditions (Shock), which has…
What type of reinforcer establishing effect?
evocative
What type of evocative effect?
2. Describe how you would abolish the CMO-R in the laboratory example.
3. In the Classroom example of the development of the CMO-R, instructional demands have an evocative effect on problem behavior. Therefore, instructional demands act as what type of antecedent variable?
When would instructional demands act as a discriminative stimulus (SD)?
4. List the methods to reduce the effects of the CMO-R described in the journal.
5. Select 1 method of abolishing the CMO-R and describe how you will implement it with a current client.
6. When is a faster pace of instruction not beneficial?
7. Why is it important to not present easier tasks or greater rates of reinforcement immediately following problem behavior?
8. Given the following scenario, explain a way you could reduce the CMO-R:
BCBA Nate has been informed by a parent that their child (his new client) displays high magnitude tantrum behavior when exposed to the Happy Birthday Song. Using one or a combination of the CMO-R reductive strategies, how might Nate reduce CMO-R of the song?
