Motivation Challenge 1: The Student Cannot Do the Work

Profile of a Student with This Motivation Problem: The student lacks essential skills required to do the task.

References

  • Burns, M. K., VanDerHeyden, A. M., & Boice, C. H. (2008). Best practices in intensive academic interventions. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp.1151-1162). Bethesda, MD: National Association of School Psychologists.
  • Daly, E. J., Witt, J. C., Martens, B. K., & Dool, E. J. (1997). A model for conducting a functional analysis of academic performance problems. School Psychology Review, 26, 554-574.
  • DiPerna, J. C. (2006). Academic enablers and student achievement: Implications for assessment and intervention services in the schools. Psychology in the Schools, 43, 7-17.
  • Haring, N.G., Lovitt, T.C., Eaton, M.D., & Hansen, C.L. (1978). The fourth R: Research in the classroom. Columbus, OH: Charles E. Merrill Publishing.
  • Rosenshine, B. (1995). Advances in research on instruction. The Journal of Educational Research, 88, 262-288.
  • Rosenshine, B., Meister, C., & Chapman, S. (1996). Teaching students to generate questions: A review of the intervention studies. Review of Educational Research, 66, 181-221.
  • Rupley, W. H., Blair, T. R., & Nichols, W. D. (2009). Effective reading instruction for struggling readers: The role of direct/explicit teaching. Reading & Writing Quarterly, 25:125–138.

Motivation Challenge 2: The Response Effort to Do the Work Seems Too Great

Profile of a Student with This Motivation Problem: Although the student has the required skills to complete the assigned work, he or she perceives the ‘effort’ needed to do so to b

References

  • Friman, P. C., & Poling, A. (1995). Making life easier with effort: Basic findings and applied research on response effort. Journal of Applied Behavior Analysis, 28, 583–590.
  • Skinner, C. H., Pappas, D. N., & Davis, K. A. (2005). Enhancing academic engagement: Providing opportunities for responding and influencing students to choose to respond. Psychology in the Schools, 42, 389-403.

Accomplished/Not Accomplished

The behavior goal was:

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1-3/Poor to Good

How well the student did in meeting the behavior goal?

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Frowny to Smiley Face

The degree to which the student met this behavior goal

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Frequency Behavior Display

How many times did the student display this behavior?

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Percent Display Behavior

Percentage of times the student showed this behavior out of total opportunities to engage in it

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Motivation Challenge 3: Classroom Instruction Does Not Engage

Profile of a Student with This Motivation Problem: The student is distracted or off-task because classroom instruction and learning activities are not sufficiently reinforcing to h

References

  • Beyda, S.D., Zentall, S.S., & Ferko, D.J.K. (2002). The relationship between teacher practices and the task-appropriate and social behavior of students with behavioral disorders. Behavioral Disorders, 27, 236-255. 
  • Billington, E., & DiTommaso, N. M. (2003). Demonstrations and applications of the matching law in education. Journal of Behavioral Education, 12, 91-104.
  • Gettinger, M., & Seibert, J.K. (2002). Best practices in increasing academic learning time. In A. Thomas (Ed.), Best practices in school psychology IV: Volume I (4th ed., pp. 773-787). Bethesda, MD: National Association of School Psychologists. 
  • Kern, L., Bambara, L., & Fogt, J. (2002). Class-wide curricular modifications to improve the behavior of students with emotional or behavioral disorders. Behavioral Disorders, 27, 317-326. 
  • Linnenbrink, E. A., & Pintrich, P. R. (2002). Motivation as an enabler for academic success. School Psychology Review, 31, 313-327.
  • Miller, K.A., Gunter, P.L., Venn, M.J., Hummel, J., & Wiley, L.P. (2003). Effects of curricular and materials modifications on academic performance and task engagement of three students with emotional or behavioral disorders. Behavioral Disorder, 28, 130-149. 
  • Skinner, C. H., Pappas, D. N., & Davis, K. A. (2005). Enhancing academic engagement: Providing opportunities for responding and influencing students to choose to respond. Psychology in the Schools, 42, 389-403.
  • U.S. Department of Education (2004). Teaching children with attention deficit hyperactivity disorder: Instructional strategies and practices. Retrieved July 7, 2011, from http://www.ed.gov/teachers/needs/speced/adhd/adhd-resource-pt2.doc

Motivation Challenge 4: The Student Does Not See an Adequate Payoff for Doing the Work

Profile of a Student with This Motivation Problem: The student requires praise, access to rewards, or other reinforcers in the short term as a temporary ‘pay-off’ to encourage her

References

  • Akin-Little, K. A., Eckert, T. L., Lovett, B. J., & Little, S. G. (2004). Extrinsic reinforcement in the classroom: Bribery or best practice. School Psychology Review, 33, 344-362.
  • Daly, E. J., Martens, K. K., Barnett, D., Witt, J. C., & Olson, S. C. (2007). Varying intervention delivery in response to intervention: Confronting and resolving challenges with measurement, instruction, and intensity. School Psychology, Review, 36, 562-581.
  • Kazdin, A. E. (1989). Behavior modification in applied settings (4th ed.). Pacific Gove, CA: Brooks/Cole.
  • Kern, L. & Clemens, N. H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44, 65-75.

Motivation Challenge 5: The Student Lacks Confidence that He or She Can Do the Work

Profile of a Student with This Motivation Problem: The student has a low sense of self-efficacy in a subject area, activity, or academic task and that lack of confidence reduces th

References

  • Jacobs, J. E., Lanza, S., Osgood, D. W., Eccles, J. S., & Wigfield, A. (2002). Changes in children’s self-competence and values: Gender and domain differences across grades one through twelve. Child Development, 73, 509-527.
  • Linnenbrink, E. A., & Pintrich, P. R. (2002). Motivation as an enabler for academic success. School Psychology Review, 31, 313-327.
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