strategies to motivate - university at albany _to_motivate_session_2.pdf · 2) during teaching...

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Strategies to Motivate: Using Positive Approaches to Teach Social,

Academic, and Daily Living Skills to Students with ASD

Professional Development and Parent Seminar2010-2011

Objectives

PARTICPANTS WILL:• Learn ways to assess student preferences• Identify strategies to teach reinforcement• Identify ways to use student’s strengths to

increase motivation

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How do you motivate the unmotivated?

Are the students we work and live with really unmotivated?

How do we motivate the “differently motivated?”

UNMOTIVATED

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Assessments to Help Identify Preferences

• The DeLeon and Iwata Procedure– Child presented with an array of 7 items

that may be interesting or appealing– Asked to select one from the group– Each time interest in item is

demonstrated he/she can play/manipulate it for a brief period

– Object selected is removed and order of remaining items is rearranged

Delmolino & Harris, 2004

Assessments to Help Identify Preferences

• The DeLeon and Iwata Procedure continued– Procedure is repeated until all the items are

gone– After all items are chosen, the session is

repeated (same day or another day)– Entire procedure repeated total of 5 sessions,

with no more than one or two session per day– Information collected about which items were

chosen first and last in order to make predictions about possible strength of items reinforced


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Deleon & Iwata Procedure Prism Book Ball Music Skittles Play doh Video

game

Trial 1 7th 5th 6th 4th 3rd 2nd 1st

Trial 2 7th 6th 5th 4th 2nd 3rd 1st



Trial 5 7th 5th 6th 2nd 4th 3rd 1st

Avg. 6.6 5.2 6 3.8 3 2.4 1


http://health.utah.gov/able/otherresources/forms_ho.html

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Primary vs. Secondary Reinforcing Stimuli• Primary

– Unconditioned– Do not need to be taught– Will not extinguish – will always remain

reinforcing– Subject to satiation (there are only so many

M&Ms one can eat)– Not representative of the natural environment

http://www.polyxo.com/discretetrial/schedules.html

Primary vs. Secondary Reinforcing Stimuli

• Secondary– Conditioned– Intrinsically neutral stimuli that become reinforcing

through association with primary reinforcers– More convenient to use (“Great job!”)– Token economy system – earns tokens for desirable

behavior• each token is a step towards acquisition of a

primary or more reinforcing secondary reinforcer– Must be taught

http://www.polyxo.com/discretetrial/schedules.html

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Building New Reinforcers• Pairing something that is known to be a

reinforcer (primary reinforcer) with something that is not yet thought to be a reinforcer(secondary reinforcer)


Reinforcing

Reinforcing + “Great Job!”

“Great Job!” Reinforcing

Not yet reinforcing

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Extrinsic vs Intrinsic Motivation • Students with disabilities require more extrinsic

support for both academic and social behavior (Witzel& Mercer, 2003)

• Delivery of rewards affects intrinsic motivation (Deci & Ryan, 1992)

• Verbal rewards (positive feedback) had a positive effect on intrinsic motivation (Deci & Ryan, 1992)

• Effect of rewards significantly depends on how they are delivered by the teacher (Witzel & Mercer, 2003)

How Rewards Need to be Delivered

• Contingent teacher praise can be delivered in combination with other reinforcers

• Must focus on the value and the relevance of the task rewarded

• Students can then act on the reward being intrinsically or extrinsically motivating

• Incorporating contingent verbal praise sets up the opportunity for a student to perceive the intrinsic value of the activity

Witzel & Mercer, 2003

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How Should Educators Apply Extrinsic Rewards?

• Explain what they are doing and why• Rewards used only as a symbol of the

behavior• Present rewards and contingency

plans (an A will be given for every completed homework) only after the task is explained and relevancy is established

Witzel & Mercer, 2003

Motivational ModelWitzel & Mercer, 2003

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Considerations When Assessing Preferences

• Identifying list of student’s preferences is the first step

• Reinforcement and motivation are changing and are student specific

• For the purpose of a preference assessment, it is not important that the student play with toy/object functionally –it will be up to you to decide if these types of objects should be used


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1. When teaching a new skill, reinforcement should be provided immediately and frequently.

2. Reinforcement should always be paired with verbal praise, labeling the behavior if possible. (i.e., Good sitting! I like how you are quiet.)

3. As the skill is learned, a plan should be set for fading (immediacy and frequency) the reinforcement.

4. Reinforcers should vary as much as possible. If able, the child should be allowed to choose what he would like to work for. A picture choice board works well. (use preference assessment)

Rules of Reinforcement

5. Chosen reinforcers should be used only for work time. If a child has access to the reinforcer at any time of the day, he’ll be less likely to work for it.

6. Reinforcers must be earned. They are not “time-fillers.”

7. Use natural reinforcers if possible. For example, if the child is working on requesting juice, his reinforcer will be to get the juice.

Rules continued

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Motivational Environment

Motivational Environment• Take inventory of the environment

– Comprehensible?– Structured?– Sensory challenges considered?

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Teaching Students with ASD• Respect slower processing of auditory

informationCommunication problems associated with autism may b e explained by

the discovery that the brains of autistic children are a fraction of a second slower to react to sounds than those of norm al children.

According to Timothy Roberts of the Children's Hosp ital of Philadelphia, speaking on Monday at a meeting of the Radiological Society of North

America, the finding "provides strong supporting ev idence for the emerging theory that autism is a problem of connect ivity in the brain".Roberts and his colleagues played a battery of soun ds and syllables to 30 autistic children aged 6 to 15, while the team m onitored the magnetic

fields produced by electrical impulses from the chi ldren's brains.

The test employed a technique called magnetoencepha lography (MEG), in which a helmet-like device is used to detect and locate brain activity.

MEG has previously been used to show how the brain can filter out background chat at parties in order to focus on a s ingle thread of

conversation.

In comparison to normal children in the study, whos e response time was around one-tenth of a second, the autistic children had a response time

anywhere from 20% to 50% longer.

December 2008 by New Scientist staff and Reuters

Motivational Environment• VISUAL, VISUAL, VISUAL!

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Motivational Environment• Break down complex tasks into smaller

steps

Choice Makinghttp://www.autismnetwork.org/modules//behavior/choice/index.html

Why is Choice Making Important?• May reduce or prevent problem behaviors• Offers independence• Increases motivation• Can prevent learned helplessness• Increases attention to task

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Teaching Choice Making Skillshttp://www.autismnetwork.org/modules//behavior/choice/index.html

• Let the learner sample the choice options• Offer the choices to the learner by

placing/holding the two options in front of the learner

• Ask the learner, “Do you want ___ or ___?”

• Wait 10-15 seconds for the learner to make an independent choice response

Teaching Choice Making Skillshttp://www.autismnetwork.org/modules//behavior/choice/index.html

• Immediately give the individual the chosen option – remove the other item and praise the learner for making the decision

• If needed prompt the choice response• If the learner rejects an option after

making a choice, remove unwanted item• Remember to vary the position of the

choices each time

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Choice Making Matrix http://www.autismnetwork.org/modules//behavior/choice/index.html

Routine Within Between Refusal Who Where When Terminate

Academics MaterialsChoice of activities

Choose study buddy

Which seat"Finished" when done

SnackDrink, food, cup

"No"Choose who to sit by

Desk or table

Before or after recess

"Finished" when done

Free Play All availableReading books, board games, cards

Choose two peers


GymBasketball or volleyball

Choose four team members

On blacktop or grass


Pivotal Response TrainingVismara & Bogin, 2009

Pivotal Response Training (PRT) – uses principles of ABA in naturalistic teaching format

• Research-supported means to teach communication, language, play, and social behaviors

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Using PRT to Teach MotivationVismara & Bogin, 2009

STEP 1: Establishing Learner Attention1) Establish learners’ attention before providing learning opportunities2) Once attending, use brief and clear instructions


STEP 2: Using Shared Control and Turn-Taking1) Decide which part of routine to complete for learner and which part they will finish on their own

• As learner becomes better at using skill, shift more control to the learner

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2) During teaching episode maintaining balance between adult- and learner-selected materials, topics, activities, and toys


STEP 3: Using Learner Choice1) Observe learners when they have free access to materials to identify preferences2) Arrange environment with learner-preferred, age-appropriate objects/activities3) Allow learners to select materials/topics during teaching activities

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4) Follow learner’s lead during interactions5) Incorporate choice-making opportunities into naturally occurring routines throughout the day6) Provide variety of activities/items to choose from throughout the day to increase motivation in numerous activities


STEP 4: Varying Tasks and ResponsesBe alert to behavioral cues that signal boredom

1) Vary tasks, materials, activities to maintain interest and engagement2) Vary instructions and environmental conditions to foster learner response to a range of stimuli

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STEP 5: Interspersing Acquisition and Maintenance Tasks1) Identify skills that are easy and more difficult2) Provide mixture of easy/difficult tasks


3) To facilitate maintenance, - provide short requests that are easy/learned followed by- 1 or 2 requests that are slightly more difficult

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STEP 6: Reinforcing Response Attempts1) Reinforce all verbal attempts at responding that are clear, unambiguous, and goal-directed2) Provide reinforcement immediately after a goal-directed attempt


STEP 7: Using Natural and Direct Reinforcers

Natural Reinforcer – reinforcer that has a direct relationship to the learner’s behavior1) Identify materials/activities that can be used to address the learner’s goal during a teaching opportunity

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2) Implement a learning task that is functionally and directly related to learner’s goal

Social MotivationBellini (2008)

Consider the reason why child may not be socially motivated before intervening

Possible Reason Intervention

History of intense/prolonged peer failure and rejection

Exposure to positive peer interactions – structured playgroups, peer awareness training

Lack common interests Playgroups around shared/similar interests, contingent reinforcement

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Social Motivation

Motivating students to address their need for social skills training (Baker, 2005)

1) Link training to meeting their own goalsWants friends = needs to learn how to shareWants job = needs to learn to respond to

criticism

2) Make training enjoyable (i.e. game shows, picture books, video)

Social Motivation3) Use external rewards if intrinsic

motivation is missing4) Shore up assets and strengths before

addressing any challenges5) Testimonials from successful individuals

with ASD6) Helping to teach others (demonstrating

skill to others)

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Social Motivation

Video Modeling• Some research suggests that video

modeling can be motivating and attention – grabbing

• Positive self-review and Video feedforward

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Social Motivation

• Supported play dates (Koegel, Werner, Vismara, & Koegel, 2005)

• Compared play dates with and without contextual support

• Contextual Support:– mutually reinforcing activities

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Social Motivation

– Adult facilitator set up cooperative arrangements (i.e. when baking one hold measuring cup, one pours) then stepped back

• Increased reciprocal interactions, higher levels of enjoyment, interest, and comfort, and more invitations to play dates in contextual support group!

Motivating Your Classroom

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Group Contingencies

• A group-oriented contingency is when an entire class is reinforced based on the behavior of one student, a number of students, or the entire class

Group Contingencieshttp://www.specialconnections.ku.edu

Type Definition Pro Con Example

IndependentGroup-Oriented Contingency

Each student earns reward based on their own behavior

No student is penalized for the behavior of anyone else. Each student has access to rewards under exactly the same terms

Peer pressure is unlikely to be harnessed.

Token Economy

DependentGroup-Oriented Contingency

Reinforcement of entire group is contingent upon one student’s behavior

The target student becomes “hero”. Peers may root the target student on

The target student may get negative attention if he/she fails to earn the reward

Collaborative Contingency Contract

Interdependent Group-Oriented Contingency

Reinforcement of the group is contingent on the behavior of the whole class

Appropriate peer pressure which occurs naturally in the classroom is used to encourage positive behavioral choices

Scapegoating may occur. Students may blame one student for the class not earning the reward. One student may sabotage earning the reward for the whole group

Marble Jar

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Steps to Setting up a Token Economy http://www.specialconnections.ku.edu

• Pinpoint behaviors to be changed: Define and teach the desired behaviors

• Select tokens

• Select reinforcers: Create a bank for students to choose from.

• Set token values: Set the number of tokens that can be earned for the desired behavior. Some target behaviors may have higher values than others based on preferences of the teacher.

• Set reinforcer costs: A menu should be posted that is visible to all students.

• Construct a bank: Set up a record-keeping system where point or token totals can be tracked.

• Arrange a time for students to cash in tokens or points

Classroom Wide Token Economy

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http://www.specialconnections.ku.edu

Interdependent Group Oriented Contingency

http://www.specialconnections.ku.edu

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Special Interest Area as Motivators

• Keep in mind student’s strengths – offer chances to show abilities

Special Interest Areas and AcademicsWinter-Meissers, et. al., 2007

• What are the student’s areas of academic strength and challenge?

• In which subjects does a student especially need to be motivated to succeed?

• What small adaptations could be made to the curriculum to incorporate the student’s SIA in those challenging areas?

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Special Interest Areas and AcademicsWinter-Meissers, et. al., 2007

Subject Assignment/Activity

Reading READ THE COMPLETE GUIDE TO PREHISTORIC LIFE

Writing RESEARCH AND WRITE A PAPER ON T REX

Spelling LEARN TO SPELL NAMES OF DINOSAURS

History RESEARCH THE PRECAMBRIAN PERIOD

Speech PRESENT LIFE HISTORY OF PALEONTOLOGIST

Math WRITE STORY PROBLEMS ABOUT TONS OF LEAF CONSUMPTION BY TRICERATOPS

Science RESEARCH ASTEROID THEORY OF EXTINCTION

Art DESIGN AND BUILD A CLAY MODEL OF STEGOSAURUS

Internet Skills RESEARCH THE PALEONTOLOGY WING OF THE SI. CONSULT WITH PALEONTOLOGISTS ONLINE

Special Interest Areas and LearningWinter-Meissers, et. al., 2007

• What is the student’s favorite method of engaging in their special interest area?

Computer Manipulating the object Conversation Books/Magazines

• Is there a way that you can use the method the student engages in their SIA and use that technique to teach them a new subject?

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Special Interest Areas and BehaviorWinter-Meissers, et. al., 2007

Special Interest Areas and Behavior

Ants work together as a team to get things done. Sometimes my teacher wants me to work with

other students just like ants work with each other to finish a big job!

1. When my teacher asks me to work with other students I will remember

how ants work together.2. I will talk with other students about

how to get the work done.3. I will share materials with the other

students to get the work done.When I work well with other

students my teacher is proud of me!

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Special Interests in the HomeWinter-Meissers, et. al., 2007

• Engaging in Special Interest Areas (SIAs) is a primary and preferred relaxation technique

Special Interests in the HomeWinter-Meissers, et. al., 2007

• Free time in which a child may engage in his/her SIA can be presented as a reward for completing non-preferred chores

Raking leaves Trip to the airport

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Special Interests in the CommunityWinter-Meissers, et. al., 2007

• Used to encourage social success and improved relationships within the community

Volunteer opportunities

Ryan and Best Buy

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Self-MonitoringBusick, & Neitzel, (2009)

Steps for Implementation 1. Identify and define the target behavior

1. Describe the behavior in terms of what the student is supposed to do

2. Determine how the student will self-monitor the target behavior* Duration * Frequency

3. Meet with student to explain self-monitoring and identify goals and rewards contingent upon achieving those goals

Self Monitoring4. Create a self-monitoring form

– Method or recording responses– Specify student’s daily behavioral goal

5. Teach the student– Role-play both desired and undesired

behaviors– Implement the self-management plan

• Student should rate his/her behavior on the form at a specific time interval established

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Self Monitoring

7. Meet with the student to review the self-monitoring form results each day

– Determine if the goal was achieved

8. Provide the agreed upon reward when earned9. Incorporate the plan into a school-home collaboration10. Fade the self-monitoring system

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Fading Interventions

Natural Cue

Gesture

Verbal

Visual/Picture

Model

Physical (partial, full)

Full Physical

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Fading InterventionsDoes the intervention promote

Independence?

No

Yes

Fade Intervention

Maintain Intervention

Will the intervention limitparticipation in typical settings?

Could the interventions bestigmatizing, now or later?

Does the child have a wellestablished alternative response

to replace problem behavior?

Have general skills been learnedmaking the antecedent or setting

event no longer problematic?

No

No

No

No

Yes

Yes

Yes

Yes





Fade Intervention

Fade Intervention

Fade Intervention

Fade Intervention

Self-Management

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Self-Management

Teaching Students with ASDMatt’s “I Survived Homework” Contract

I am working for: 10 Minutes to talk about “Survivor” with Mr. Brown on Friday.

Goal: Four out of five homework assignments completed on time.

Monday Tuesday Wednesday Thursday FridayComplete Complete Complete Complete Complete

Incomplete Incomplete Incomplete Incomplete Incomplete

Did I earn my reward?YES! Mr. Brown willmeet with you during study hall onFriday.

No. Try harder next week. You can write about “Survivor” in your writing

journal during 6th period if you would like.

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Remember

• The students we work and live with are all motivated by different things – we may need to think out of the box for ways to motivate them

• Reinforcement is not bribery• Capitalize on student strengths

For More Information/Training

The Center for Autism and Related Disabilities1535 Western AvenueAlbany, New York 12203Phone: (866)442-2574Fax: (518)442-4834Email: [email protected]: http://www.albany.edu/psy/autism

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CARD Albany is now on Facebookhttp://www.facebook.com/cardalbany

Required Coursework for Special Education Professionals now online – “Responding to the Needs of Students with ASD”

http://www.albany.edu/psy/autism/Training_flyer_web_format.pdf

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