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.

Motivation Challenge 6: The Student Lacks a Positive Relationship with the Teacher

Profile of a Student with This Motivation Problem: The student appears indifferent or even hostile toward the instructor and thus may lack motivation to follow teacher requests or

References

  • Braithwaite, R. (2001). Managing aggression. New York: Routledge.
  • Fields, B. (2004). Breaking the cycle of office referrals and suspensions: Defensive management. Educational Psychology in Practice, 20, 103-115.
  • 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.
  • Maag, J. W. (2001). Rewarded by punishment: Reflections on the disuse of positive reinforcement in schools. Exceptional Children, 67, 173-186.
  • Mendler, A. N. (2000). Motivating students who don’t care. Bloomington, IN: National Educational Service.
  • Sprick, R. S., Borgmeier, C., & Nolet, V. (2002). Prevention and management of behavior problems in secondary schools. In M. A. Shinn, H. M. Walker & G. Stoner (Eds.), Interventions for academic and behavior problems II: Preventive and remedial approaches (pp.373-401). Bethesda, MD: National Association of School Psychologists.

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