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Response to Intervention
Motivation: An Introduction
Jim Wright
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Response to Intervention
‘Motivation in Real Life’ Activity
In your ‘elbow groups’:
Discuss your current jobs. List the
motivators in your employment setting that
contribute to your job satisfaction.
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Response to Intervention
Motivation in Behavioral Analysis
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Response to Intervention
Law of Effect (Thorndike, 1898)
Behaviors are selected
(shaped) by their
consequences.
Source: Law of effect. (2007). Wikipedia. Retrieved March 19, 2007, from http://wik.ed.uiuc.edu/index.php/Law_of_Effect
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Response to Intervention
Reinforcement: Definitions
• Positive reinforcement. “When a behavior
(response) is followed by a favorable
stimulus (commonly seen as pleasant) that
increases the frequency of that behavior.”
• Negative reinforcement. “When a behavior
(response) is followed by the removal of an
aversive stimulus (commonly seen as
unpleasant) thereby increasing that behavior's
frequency.”
Source: Operant conditioning. (2007). Wikipedia. Retrieved March 19, 2007, from
http://en.wikipedia.org/w/index.php?title=Operant_conditioning
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Response to Intervention
Punishment: Definitions
• Positive punishment. “When a behavior
(response) is followed by an aversive stimulus,
such as introducing a shock or loud noise,
resulting in a decrease in that behavior.”
• Negative punishment. “When a behavior
(response) is followed by the removal of a
favorable stimulus, such as taking away a child's
toy following an undesired behavior, resulting in
a decrease in that behavior.”
Source: Operant conditioning. (2007). Wikipedia. Retrieved March 19, 2007, from
http://en.wikipedia.org/w/index.php?title=Operant_conditioning
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Response to Intervention
Motivation as a Psychological Concept
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Response to Intervention
Definitions of ‘Motivation’
“…motivation refers to the initiation, direction,
intensity and persistence of behavior.”
Source: Motivation. (2007). Wikipedia. Retrieved March 13, 2007, from http://en.wikipedia.org/wiki/Motivation
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Response to Intervention
Definitions of ‘Motivation’
“Motivation is an internal state that activates,
guides and sustains behavior.”
Source: Educational psychology. (2007). Wikipedia. Retrieved March 13, 2007, from
http://en.wikipedia.org/wiki/Educational_psychology#Motivation
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Response to Intervention
Definitions of ‘Motivation’
“Motivation is typically defined as the forces that
account for the arousal, selection, direction, and
continuation of behavior.”
Source: Excerpted from Chapter 11 of Biehler/Snowman, PSYCHOLOGY APPLIED TO TEACHING, 8/e, Houghton Mifflin, 1997.
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Response to Intervention
Motivation in Action: ‘Flow’
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Response to Intervention
Definition of the ‘Flow’ State
“Being completely involved in an activity for
its own sake. The ego falls away. Time
flies. Every action, movement, and thought
follows inevitably from the previous one,
like playing jazz. Your whole being is
involved, and you're using your skills to the
utmost.”
--Mihaly Csikszentmihalyi
Source: Geirland, J. (Septermber, 1996). Go with the flow. Wired Magazine. Retrieved March 19, 2007, from
http://www.wired.com/wired/archive/4.09/czik_pr.html
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Response to Intervention
Qualities of Activities that May Elicit a ‘Flow’ State
•
•
•
•
The activity is challenging and requires skill to complete
Goals are clear
Feedback is immediate
There is a ‘merging of action and awareness’. ‘All the attention
is concentrated on the relevant stimuli’ so that individuals are
no longer aware of themselves as ‘separate from the actions
they are performing’
• The sense of time’s passing is altered: Time may seem
slowed or pass very quickly
• ‘Flow’ is not static. As one acquires mastery over an activity,
he or she must move to more challenging experiences to
continue to achieve ‘flow’
Source: Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper & Row
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Response to Intervention
Flow Channel
• Student A:
C: Low
High
Challenge
D:
HighChallenge
Challenge
B:
HighSkills,
Skills,Low
Low
(High)
C Anxiety
Challenges
D
BoredomB
A
(Low)
(Low)
Skills
Source: Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper & Row
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(High)
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Response to Intervention
Motivation in the Classroom
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Response to Intervention
Unmotivated Students: What Works
Motivation can be thought of as having two dimensions:
1. the student’s expectation
of success on the task
2.
………………100
Multiplied by
X
the value that the student places ...…………
100
on achieving success on that
learning task
0
The relationship between the two factors is multiplicative. If EITHER of
these factors (the student’s expectation of success on the task OR the
student’s valuing of that success) is zero, then the ‘motivation’ product will
also be zero.
Source: 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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Response to Intervention
Our Working Definition of ‘Academic Motivation’
For This Workshop
The student puts reasonable effort into
completing academic work.
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Response to Intervention
END
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