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

1
How Do We Know Whether Motivation is a Barrier to
Learning? Student Motivation AssessmentJim
Wrightwww.interventioncentral.org
2
Schoolwork Motivation Assessment
Sources Witt, J., Beck, R. (1999). One minure
academic functional assessment andinterventions
"Can't" do itor "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.
3
Schoolwork Motivation Assessment
4
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.

5
Schoolwork Motivation Assessment

• Step 1 Assemble an Incentive menuCreate a 4-5
  item menu of modest incentives or rewards that
  students in the class are most likely to find
  motivating.

6
Schoolwork Motivation Assessment

• Step 2 Create two versions of a timed
  worksheetMake 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 students rate of work completion.

7
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.

8
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 students score on the worksheet by 1.2. This
  product represents the students 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).

9
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.

10
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.

11
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).

12
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
  students work motivation.

13
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.

14
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).
15
Measuring Student BehaviorJim
Wrightwww.interventioncentral.org
16
Student Behavioral Assessment Varied Sources,
Multiple Settings (Gresham, 1983)

• Student behavioral data used for
  progress-monitoring should come from different
  sources and across multiple settings to
• Track all areas of concern (e.g., academic
  behaviors social behaviors attendance).
• Control for potential bias from any one source.
• Collect data of maximal relevance to the
  students educational program.
• Increase the probability of correctly identifying
  the underlying driver(s) of the students
  problem behavior(s).
• Reduce the workload on any one person, as
  multiple staff members can help to collect
  strands of data.

Source Gresham, F. M. (1983). Multitrait-multimet
hod approach to multifactored assessment
Theoretical rationale and practical application.
School Psychology Review, 12, 26-34.
17
Extant (Existing) Data (Chafouleas et al., 2007)

• Definition Information that is collected by
  schools as a matter of course.
• Extant data comes in two forms
• Performance summaries (e.g., class grades,
  teacher summary comments on report cards, state
  test scores).
• Student work products (e.g., research papers,
  math homework, PowerPoint presentation).

Source Chafouleas, S., Riley-Tillman, T.C.,
Sugai, G. (2007). School-based behavioral
assessment Informing intervention and
instruction. New York Guilford Press.
18
Advantages of Using Extant Data (Chafouleas et
al., 2007)

• Information is already existing and easy to
  access.
• Students are less likely to show reactive
  effects when data is collected, as the
  information collected is part of the normal
  routine of schools.
• Extant data is relevant to school data
  consumers (such as classroom teachers,
  administrators, and members of problem-solving
  teams).

Source Chafouleas, S., Riley-Tillman, T.C.,
Sugai, G. (2007). School-based behavioral
assessment Informing intervention and
instruction. New York Guilford Press.
19
Drawbacks of Using Extant Data (Chafouleas et
al., 2007)

• Time is required to collate and summarize the
  data (e.g., summarizing a weeks worth of
  disciplinary office referrals).
• The data may be limited and not reveal the full
  dimension of the students presenting problem(s).
• There is no guarantee that school staff are
  consistent and accurate in how they collect the
  data (e.g., grading policies can vary across
  classrooms instructors may have differing
  expectations regarding what types of assignments
  are given a formal grade standards may fluctuate
  across teachers for filling out disciplinary
  referrals).
• Little research has been done on the
  psychometric adequacy of extant data sources.

Source Chafouleas, S., Riley-Tillman, T.C.,
Sugai, G. (2007). School-based behavioral
assessment Informing intervention and
instruction. New York Guilford Press.
20
Tracking Student Academic Social Behaviors A
Sampling of Tier I (Classroom-Based) Pulse
Measures
21
A Note About Monitoring Behaviors Through
Academic Measures

• Academic measures (e.g., grades, CBM data) can be
  useful as part of the progress-monitoring
  portfolio of data collected on a student
  because
• Students with problem behaviors often struggle
  academically, so tracking academics as a target
  is justified in its own right.
• Improved academic performance generally
  correlates with reduced behavioral problems.
• Individualized interventions for misbehaving
  students frequently contain academic components
  (as the behavior problems can emerge in response
  to chronic academic deficits). Academic
  progress-monitoring data helps the school to
  track the effectiveness of the academic
  interventions.

22
Grades
23
Grades Other Teacher Performance Summary Data
(Chafouleas et al., 2007)

• Teacher test and quiz grades can be useful as a
  supplemental method for monitoring the impact of
  student behavioral interventions.
• Other data about student academic performance
  (e.g., homework completion, homework grades,
  etc.) can also be tracked and graphed to judge
  intervention effectiveness.

Source Chafouleas, S., Riley-Tillman, T.C.,
Sugai, G. (2007). School-based behavioral
assessment Informing intervention and
instruction. New York Guilford Press.
24
Marc Risley
(From Chafouleas et al., 2007)
Source Chafouleas, S., Riley-Tillman, T.C.,
Sugai, G. (2007). School-based behavioral
assessment Informing intervention and
instruction. New York Guilford Press.
25
Curriculum-Based Measurement
26
Curriculum-Based Measurement Defining
Characteristics

• Tests preselected objectives from local
  curriculum
• Has standardized directions for administration
• Is timed, yielding fluency, accuracy scores
• Uses objective, standardized, quick guidelines
  for scoring
• Permits charting and teacher feedback

27
CBM Techniques have been developed to assess

• Oral reading fluency
• Reading comprehension (Maze passages)
• Math computation
• Writing
• Spelling
• Phonemic awareness skills

28
CBM Student Reading Samples What Difference
Does Fluency Make?

• 3rd Grade 19 Words Per Minute

• 3rd Grade 70 Words Per Minute

• 3rd Grade 98 Words Per Minute

29
CBM Reading Probes Example
30
DIBELS Reading Probe Benchmark 2.1
31
(No Transcript)
32
(No Transcript)
33
www.interventioncentral.org
34
Monitoring Student Academic BehaviorsDaily
Behavior Report Cards
35
Daily Behavior Report Cards (DBRCs) Are

• brief forms containing student behavior-rating
  items. The teacher typically rates the student
  daily (or even more frequently) on the DBRC. The
  results can be graphed to document student
  response to an intervention.

36
Daily Behavior Report Cards Can Monitor

• Hyperactivity
• On-Task Behavior (Attention)
• Work Completion
• Organization Skills
• Compliance With Adult Requests
• Ability to Interact Appropriately With Peers

37
James Franklin
May 5
Mrs. Williams
Rm 108
Daily Behavior Report Card Daily Version
38
James Franklin
Mrs. Williams
Rm 108
Daily Behavior Report Card Weekly Version
05 05 07
05 06 07
05 07 07
05 08 07
05 09 07
40
0
60
60
50
39
Daily Behavior Report Card Chart
40
Student Case Scenario Jim

• Jim is a 10th-grade student who is failing his
  math course and in danger of failing English and
  science courses. Jim has been identified with
  ADHD. His instructional team meets with the RTI
  Team and list the following academic and
  behavioral concerns for Jim.
• Does not bring work materials to class
• Fails to write down homework assignments
• Sometimes does not turn in homework, even when
  completed
• Can be non-compliant with teacher requests at
  times.

41
www.interventioncentral.org
42
END