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Response to Intervention Motivation: An Introduction Presenter: Jim Wright www.intervention central.org www.interventioncentral.org 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. www.interventioncentral.org 2 Response to Intervention Motivation in Behavioral Analysis www.interventioncentral.org 3 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 www.interventioncentral.org 4 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 www.interventioncentral.org 5 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 www.interventioncentral.org 6 Response to Intervention Motivation as a Psychological Concept www.interventioncentral.org 7 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 www.interventioncentral.org 8 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 www.interventioncentral.org 9 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. www.interventioncentral.org 10 Response to Intervention Motivation in Action: ‘Flow’ www.interventioncentral.org 11 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 www.interventioncentral.org 12 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 www.interventioncentral.org 13 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 www.interventioncentral.org (High) 14 Response to Intervention Motivation in the Classroom www.interventioncentral.org 15 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. www.interventioncentral.org 16 Response to Intervention Our Working Definition of ‘Academic Motivation’ For This Workshop The student puts reasonable effort into completing academic work. www.interventioncentral.org 17 Response to Intervention END www.interventioncentral.org 18