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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Math Problem-Solving: Combining Cognitive & Metacognitive Strategies

Solving an advanced math problem independently requires the coordination of a number of complex skills.

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.
  • Montague, M. (1992). The effects of cognitive and metacognitive strategy instruction on the mathematical problem solving of middle school students with learning disabilities. Journal of Learning Disabilities, 25, 230-248.
  • Montague, M., & Dietz, S. (2009). Evaluating the evidence base for cognitive strategy instruction and mathematical problem solving. Exceptional Children, 75, 285-302.

Peer Tutoring in Math Computation with Constant Time Delay

DESCRIPTION: This intervention employs students as reciprocal peer tutors to target acquisition of basic math facts (math computation) using constant time delay (Menesses &&nbs

References

  • Deno, S. L., & Mirkin, P. K. (1977). Data-based program modification: A manual. Reston, VA: Council for Exceptional Children.
  • Menesses, K. F., &  Gresham, F. M. (2009). Relative efficacy of reciprocal and nonreciprocal peer tutoring for students at-risk for academic failure. School Psychology Quarterly, 24, 266–275.
  • Telecsan, B. L., Slaton, D. B., & Stevens, K. B. (1999). Peer tutoring: Teaching students with learning disabilities to deliver time delay instruction. Journal of Behavioral Education, 9, 133-154.

Managing Classroom Behaviors Using an RTI/MTSS Framework

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This guide, RTI & Classroom Behaviors, provides resources which will help classroom teachers to expand their skills in working with behaviorally

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1-9/Never to Always

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