1. Response to Intervention www.interventioncentral.org Creating Reward Menus That Motivate: Tips for Teachers

2. Response to Intervention www.interventioncentral.org 2 ‘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.

3. Response to Intervention www.interventioncentral.org 3 Selecting a Reward: Essential Tests Do teacher and parent find the reward acceptable? Is the reward available (conveniently and at an affordable cost) in schools? Does the child find the reward motivating?

4. Response to Intervention www.interventioncentral.org 4 Creating ‘Reward Deck’: Steps 1.Teacher selects acceptable, feasible rewards from larger list 2.Teacher lists choices on index cards— creating a master ‘deck’ 3.Teacher selects subset of rewards from deck to match individual student cases

5. Response to Intervention www.interventioncentral.org 5 Creating ‘Reward Deck’: Steps (Cont.) 4.Teacher reviews pre-screened reward choices with child, who rates their appeal. (A reward menu is assembled from child’s choices.) 5.Periodically, the teacher ‘refreshes’ the child’s reward menu by repeating steps 1- 4.

6. Response to Intervention www.interventioncentral.org 6 Creating ‘Reward Deck’: Example

7. Response to Intervention www.interventioncentral.org Motivation: An Introduction Jim Wright www.interventioncentral.org

8. Response to Intervention www.interventioncentral.org 8 ‘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.

9. Response to Intervention www.interventioncentral.org 9 Motivation in Behavioral Theory B.F. Skinner

10. Response to Intervention www.interventioncentral.org 10 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

11. Response to Intervention www.interventioncentral.org 11 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

12. Response to Intervention www.interventioncentral.org 12 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

13. Response to Intervention www.interventioncentral.org 13 Motivation ‘Motivation’ in current behavioral theory is viewed as a function of the events that influence behavior. Those influencing events that precede behavior are ‘antecedents’. Those influencing events that follow it are ‘consequences’.

14. Response to Intervention www.interventioncentral.org 14 Motivation as a Psychological Construct

15. Response to Intervention www.interventioncentral.org 15 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

16. Response to Intervention www.interventioncentral.org 16 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

17. Response to Intervention www.interventioncentral.org 17 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.

18. Response to Intervention www.interventioncentral.org 18 Motivation in Action: ‘Flow’

19. Response to Intervention www.interventioncentral.org 19 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

20. Response to Intervention www.interventioncentral.org 20 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

21. Response to Intervention www.interventioncentral.org 21 Flow Channel Source: Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper & Row Anxiety Boredom (High) (Low) (High)(Low) Student A: Low Skills, Low Challenge A Student B: High Skills, Low Challenge B Student C: Low Skills, High Challenge C Student D: High Skills, High Challenge D Challenges Skills

22. Response to Intervention www.interventioncentral.org 22 Motivation in the Classroom

23. Response to Intervention www.interventioncentral.org 23 Unmotivated Students: What Works 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. 1.the student’s expectation of success on the task 2.the value that the student places on achieving success on that learning task Motivation can be thought of as having two dimensions: Multiplied by 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. ……………… 10 X 0...………… 0 ……………… 0 X 10...………… 0

24. Response to Intervention www.interventioncentral.org 24 Our Working Definition of ‘Academic Motivation’ For This Workshop The student puts reasonable effort into completing academic work.

25. Response to Intervention www.interventioncentral.org How Do We Know Whether Motivation is a Barrier to Learning?: Student Motivation Assessment Jim Wright www.interventioncentral.org

26. Response to Intervention www.interventioncentral.org 26 Schoolwork Motivation Assessment Sources: Witt, J., & Beck, R. (1999). One minure academic functional assessment andinterventions: "Can't" do it…or "won't" do it? Longmont, CO: Sopris West. Witt, J. C., VanDerHeyden, A. M., Gilbertson, D. (2004). Troubleshooting behavioral interventions: A systematic process for finding and eliminating problems. School Psychology Review, 33, 363-381.

27. Response to Intervention www.interventioncentral.org 27 Schoolwork Motivation Assessment p. 39

28. Response to Intervention www.interventioncentral.org 28 Schoolwork Motivation Assessment Step 1: Assemble an incentive menu Step 2: Create two versions of a timed worksheet Step 3: Administer the first timed worksheet to the student WITHOUT incentives. Step 4: Compute an improvement goal. 5: Have the student select an incentive for improved performance. Step 6: Administer the second timed worksheet to the student WITH incentives. Step 7: Interpret the results of the academic motivation assessment to select appropriate interventions.

29. Response to Intervention www.interventioncentral.org 29 Schoolwork Motivation Assessment Step 1: Assemble an Incentive menu Create a 4-5 item menu of modest incentives or rewards that students in the class are most likely to find motivating.

30. Response to Intervention www.interventioncentral.org 30 Schoolwork Motivation Assessment Step 2: Create two versions of a timed worksheet Make up two versions of custom student worksheets. The worksheets should be at the same level of difficulty, but each worksheet should have different items or content to avoid a practice effect. NOTE: If possible, the worksheets should contain standardized short-answer items (e.g., matching vocabulary words to their definitions) to allow you to calculate the student’s rate of work completion.

31. Response to Intervention www.interventioncentral.org 31 Schoolwork Motivation Assessment Step 3: Administer the first timed worksheet to the student WITHOUT incentives. In a quiet, non-distracting location, administer the first worksheet or CBM probe under timed, standardized conditions. Collect the probe or worksheet and score.

32. Response to Intervention www.interventioncentral.org 32 Schoolwork Motivation Assessment Step 4: Compute an improvement goal. After you have scored the first CBM probe or worksheet, compute a ’20 percent improvement goal’. Multiply the student’s score on the worksheet by 1.2. This product represents the student’s minimum goal for improvement. Example: A student who completed 20 correct items on a timed worksheet will have an improvement goal of 24 (20 x 1.2 = 24).

33. Response to Intervention www.interventioncentral.org 33 Schoolwork Motivation Assessment Step 5: Have the student select an incentive for improved performance. Tell the student that if he or she can attain a score on the second worksheet that meets or exceeds your goal for improvement (Step 3), the student can earn an incentive. Show the student the reward menu. Ask the student to select the incentive that he or she will earn if the student makes or exceeds the goal.

34. Response to Intervention www.interventioncentral.org 34 Schoolwork Motivation Assessment Step 6: Administer the second timed worksheet to the student WITH incentives. Give the student the second CBM probe. Collect and score. If the student meets or exceeds the pre- set improvement goal, award the student the incentive.

35. Response to Intervention www.interventioncentral.org 35 Schoolwork Motivation Assessment Step 7: Interpret the results of the academic motivation assessment to select appropriate interventions. ACADEMIC INTERVENTIONS ONLY. If the student fails to meet or exceed the improvement goal, an academic intervention should be selected to teach the appropriate skills or to provide the student with drill and practice opportunities to build fluency in the targeted academic area(s).

36. Response to Intervention www.interventioncentral.org 36 Schoolwork Motivation Assessment Step 7(Cont): Interpret the results of the academic motivation assessment to select appropriate interventions. COMBINED ACADEMIC AND PERFORMANCE INTERVENTIONS. If the student meets or exceeds the improvement goal but continues to function significantly below the level of classmates, an intervention should be tailored that includes strategies to both improve academic performance and to increase the student’s work motivation.

37. Response to Intervention www.interventioncentral.org 37 Schoolwork Motivation Assessment Step 7(Cont): Interpret the results of the academic motivation assessment to select appropriate interventions. PERFORMANCE INTERVENTIONS ONLY. If the student meets or exceeds the improvement goal with an incentive and shows academic skills that fall within the range of ‘typical’ classmates, the intervention should target only student work performance or motivation.

38. Response to Intervention www.interventioncentral.org 38 ‘Motivation Assessment in Advanced Subject Areas’ Activity Brief behavior analysis of motivation (e.g., Schoolwork Motivation Assessment ) is most effective for basic skill areas. In your ‘elbow groups’: Discuss ways that RTI Teams could collect information about whether motivation is an ‘academic blocker’ on more advanced academic tasks (e.g., writing a term paper) or subject areas (e.g., trigonometry).

39. Response to Intervention www.interventioncentral.org 39 Motivating Ideas About Motivating Students… Jim Wright www.interventioncentral.org

40. Response to Intervention www.interventioncentral.org 40 Workshop Goals: In this workshop, you will:  Review information about ‘faulty thinking’ that can undercut a student’s self-confidence and motivation to learn  Think about a framework for thinking about student motivation that gives you influence over that student’s investment in learning.  Review common, simple academic strategies to make learning interesting and to increase student motivation and follow- through.

41. Response to Intervention www.interventioncentral.org 41 Assessing Students’ Ideas About ‘Self-Efficacy’ Self-Efficacy. The student’s view of his or her own abilities related to specific learning tasks and subject areas. Self-Esteem. The student’s global view of his or her self-worth. Source: Linnenbrink, E. A., & Pintrich, P. R. (2002). Motivation as an enabler for academic success. School Psychology Review, 31, 313–327.

42. Response to Intervention www.interventioncentral.org 42 Assessing Students’ Ideas About ‘Self-Efficacy’ (Cont.) Encourage the student to: talk about perceived strengths and weaknesses in particular subject areas share details about successes or failures experienced in examples of academic tasks present strategies that they typically use to complete common academic tasks (e.g., undertaking a term paper, doing homework) disclose their routine for preparing for quizzes and tests.

43. Response to Intervention www.interventioncentral.org 43 Motivating Students: ‘Catch’ vs. ‘Hold’ Factors Catch Factors. Grab the student’s attention (e.g., catchy graphics in a computer game, Jeopardy format for quiz review) Hold Factors. Encourage the student to invest time and effort in a learning activity over a prolonged period of time (e.g., cooperative learning activity, ‘high-interest’ activity)

44. Response to Intervention www.interventioncentral.org 44 Motivating Students: ‘Catch’ vs. ‘Hold’ Factors (Cont.) Teacher strategy to engage difficult-to-teach students: 1.Start lesson with high-interest ‘catch’ features 2.Transition to include more sustainable ‘hold’ features.

45. Response to Intervention www.interventioncentral.org 45 Motivating Students: ‘Catch’ vs. ‘Hold’ Factors (Cont.) Example of teacher strategy to engage difficult-to-teach students in review of math vocabulary: 1.Students first sent individually around the school on a ‘scavenger hunt’, to collect examples of math vocabulary posted on walls and bulletin boards (‘catch’ activity). 2.After students return to classroom, the teacher organizes them into groups, has each group compile a master-list of their math vocabulary words, and define the math operation(s) to which each word is linked (‘hold’ activity).

46. Response to Intervention www.interventioncentral.org 46 How Attributions About Learning Contribute to Academic Outcomes People regularly make ‘attributions’ about events and situations in which they are involved that ‘explain’ and make sense of those happenings.

47. Response to Intervention www.interventioncentral.org 47 How Attributions About Learning Contribute to Academic Outcomes Attribution Theory: Dimensions Affecting Student Interpretation of Academic Successes & Failures (Linnenbrink & Pintrich, 2002) The situation or event is…  Unstable (changes often)  Stable (can be counted on to remain relatively unchanged)  Internal (within the student)  External (occurring in the surrounding environment)  Uncontrollable (beyond the ability of the student to influence)  Controllable (within the student’s ability to influence)

48. Response to Intervention www.interventioncentral.org 48 How Attributions About Learning Contribute to Academic Outcomes The situation or event is…  Unstable (changes often)  Stable (can be counted on to remain relatively unchanged)  Internal (within the student)  External (occurring in the surrounding environment)  Uncontrollable (beyond the ability of the student to influence)  Controllable (within the student’s ability to influence) Some people are born writers. I was born to watch TV. This teacher always springs pop quizzes on us— and picks questions that are impossible to study for! I can’t get any studying done at home because my brother listens to the radio all the time. So I did lousy on this one test. That’s OK. Next time, I will study harder and my grades should bounce back.

49. Response to Intervention www.interventioncentral.org Finding the Spark: Strategies for Working With the Unmotivated Learner Jim Wright www.interventioncentral.org

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51. Response to Intervention www.interventioncentral.org 51 ‘Big Ideas’ About Motivation… Idea #1: Motivation is not a quality that resides solely in the student. Instead, motivation is a result of the interaction between the student and his or her learning environment.

52. Response to Intervention www.interventioncentral.org 52 ‘Big Ideas’ About Motivation… Idea #2: A student’s level of motivation is greatly influenced by his or her learning history. A history of bad school experiences can make students very resistant to encouragement and incentives.

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54. Response to Intervention www.interventioncentral.org 54 ‘Big Ideas’ About Motivation… Idea #3: As students become older, their desire to protect and to promote their self-image becomes significantly more important in determining their motivation level.

55. Response to Intervention www.interventioncentral.org 55 ‘Big Ideas’ About Motivation… Idea #4: Teachers can increase the attractiveness of an academic activity or assignment through changes in the: –Learning environment –Social community –Academic activity –Learning challenge –Outcome or payoff

56. Response to Intervention www.interventioncentral.org 56 Environment Community Activities Learning Challenges Payoffs Elements of Effective Motivation-Building

57. Response to Intervention www.interventioncentral.org 57 Motivating Students: Environment The setting in which we work can encourage us to give our best effort or discourage us from even trying to perform.

58. Response to Intervention www.interventioncentral.org 58 Motivating Students: Ideas for… Environment Let students choose their seat location and study partners. Enlist students to come up with rules and guidelines for effective classroom learning. Create a memory-friendly classroom. Post assignments and due dates, written steps for multi-step tasks, etc.

59. Response to Intervention www.interventioncentral.org 59 Motivating Students: Community We define ourselves in relation to others by our social relationships. These connections are a central motivator for most people.

60. Response to Intervention www.interventioncentral.org 60 Motivating Students: Ideas for… Community Ask students to complete a learning-preferences questionnaire. Hold weekly 5-minute ‘micro-meetings’ with the group or class. Use ‘2 X 10’ rule: Hold 2-minute friendly conversations across 10 days with students who are not attached to learning Provide 3 positive interactions with students for every ‘negative’ interactions (e.g., reprimand)

61. Response to Intervention www.interventioncentral.org 61 Motivating Students: Activities Motivated students are engaged in interesting activities that guarantee a high success rate and relate to real-world issues.

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63. Response to Intervention www.interventioncentral.org 63 Motivating Students: Ideas for… Activities Select fun, imaginative activities for reviewing academic material. Prior to assignments, have students set work or learning goals. Have students rate their own progress toward their goals. Celebrate mistakes as opportunities for learning.

64. Response to Intervention www.interventioncentral.org 64 Motivating Students: Learning Challenges Every learner presents a unique profile of strengths and weaknesses. We unlock motivation when we acknowledge and address unique learning profiles.

65. Response to Intervention www.interventioncentral.org 65 Motivating Students: Ideas for… Learning Challenges Avoid ‘stigmatizing’ as low performers those students who require remedial academic support. Use a ‘think-aloud’ approach when introducing a skill or strategy. Allow students to take a brief break when tired or frustrated. Allow frequent opportunities for ‘choice’ in structuring instructional setting and activities

66. Response to Intervention www.interventioncentral.org 66 Motivating Students: Payoffs for Learning Learning is a motivating activity when the learner can count on short- or long-term payoffs for mastering the material being taught.

67. Response to Intervention www.interventioncentral.org 67 Motivating Students: Ideas for… Payoffs For Learning Reward student effort along with quality of completed work. Build in short-term rewards (e.g., increased free time, pencils, positive note home) for student effort, work completion. Give students frequent positive attention (at least 3 positives for each negative interaction)

68. Response to Intervention www.interventioncentral.org 68 Environment Community Activities Learning Challenges Payoffs Elements of Effective Motivation-Building

69. Response to Intervention www.interventioncentral.org 69 ‘Big Ideas’ About Motivation… Idea #5: A student’s level of motivation can be ‘multiply determined’ (i.e. be supported by more than one underlying behavioral principle)

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72. Response to Intervention www.interventioncentral.org 72 TOO COOL: “Hey, I know you think this classroom stuff is pretty important. But I just like to hang out with my friends. I only get to see them when I am here at school. Don’t you remember when you were a kid?” Attribution is… Unstable/Stable Internal/External Uncontrollable/Controllable Motivating Ideas for… Learning environment Social community Instructional Activities Learning Challenges Pay-offs for Learning

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74. Response to Intervention www.interventioncentral.org 74 STRUGGLING LEARNER: “I don’t know how to do any of these math problems! I am sick of being called on and getting the answers all wrong. I am too stupid to ever pass this class. I give up! ” Attribution is… Unstable/Stable Internal/External Uncontrollable/Controllable Motivating Ideas for… Learning environment Social community Instructional Activities Learning Challenges Pay-offs for Learning

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76. Response to Intervention www.interventioncentral.org 76 THE SKEPTIC: “Why do I have to know about quadratic equations or who wrote the U.S. Constitution? When am I ever going to use any of THAT stuff in my life? ” Attribution is… Unstable/Stable Internal/External Uncontrollable/Controllable Motivating Ideas for… Learning environment Social community Instructional Activities Learning Challenges Pay-offs for Learning

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78. Response to Intervention www.interventioncentral.org 78 BOREDOM: “Every day, we just do math work sheets at our desks. The same problems over and over. We don’t get to talk to anybody. I am SOOO bored in this class!” Attribution is… Unstable/Stable Internal/External Uncontrollable/Controllable Motivating Ideas for… Learning environment Social community Instructional Activities Learning Challenges Pay-offs for Learning

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80. Response to Intervention www.interventioncentral.org 80 ATTITUDE: “My dad said that I don’t have to learn this stuff and you can’t make me! I can do what ever I want! And you can’t make me do any work if I don’t want to! ” Attribution is… Unstable/Stable Internal/External Uncontrollable/Controllable Motivating Ideas for… Learning environment Social community Instructional Activities Learning Challenges Pay-offs for Learning