Addressing Engagement and Motivation for Learners on the Autism Spectrum

By Dr. Camille Brandt

 

This issue of NASET’s Autism Spectrum Disorder series was written by Dr. Camille Brandt. Classroom teachers and special educators report that some students on the autism spectrum demonstrate little interest in starting or completing academic tasks. Associated avoidance behaviors may become disruptive to others, destructive of learning materials, or a combination thereof . Targeted use of best practice approaches such as incorporating student interests, use of reinforcement strategies, and use of specific supports such as visual schedules and choice boards with goal setting have been shown to improve both participation in and completion of tasks . In order to support the learner with autism who demonstrates challenging behaviors linked to low engagement related to motivation, several processes must be completed. This article will address engagement and motivation for learners on the autism spectrum.

Classroom teachers and special educators report that some students on the autism spectrum demonstrate little interest in starting or completing academic tasks. Associated avoidance behaviors may become disruptive to others, destructive of learning materials, or a combination thereof[1].  Targeted use of best practice approaches such as incorporating student interests, use of reinforcement strategies, and use of specific supports such as visual schedules and choice boards with goal setting have been shown to improve both participation in and completion of tasks[2].  In order to support the learner with autism who demonstrates challenging behaviors linked to low engagement related to motivation, several processes must be completed.

First of all, it is imperative that the learner is observed within the teaching environment to determine a baseline of current response to expectations. In other words, data must be gathered that communicates how the student typically responds to directions from a teacher regarding an academic task and also on the behavior of the student once the task has begun[3]. For example, if Jon is asked to begin reading and completing a Venn diagram, does he begin immediately or does he engage in avoidance behaviors such as arguing, trying to leave the classroom, or throwing items off of his table or desk? Once the task has begun, does he tear the paper, throw the book, lay his head on the desk, or try to move under the desk? Every student’s avoidance patten will be unique to them, and so it is important to collect information from observation over five to ten days in a given instruction period.

Once data are available, the next process will be to define what engagement looks like for the student. Consider this model of interest and engagement, modified from the classic work of Koegel and Egel (1979)[4]:

Low Interest (1–0)     Neutral Interest (3–2)      High Interest (5–4)

(0): Student looks bored and attempts to leave the area of the activity. Student may attempt to avoid or escape the task by throwing tantrums, running away, whining, throwing materials, crying, or refusing to perform the task.

(1): Student remains in the area of the activity but looks bored and is uninvolved. The child may spend much time looking around and little time attending to the task. She may engage in behaviors unrelated to the activity.

(2): Student generally complies with the instructions, but does not appear eager to participate. There may be moments of staring or inattention, ‘‘toying with materials’’ and being fidgety.

(3): Student complies with the instruction, but does not appear eager to participate in the activity. The child generally focuses on the teacher and materials.

(4): Attends and responds to task readily. He is fairly alert, eager, and involved in the activity and frequently attends to the teacher and/or materials.

(5): Attends readily to task; responds readily and willingly. He is alert, eager, and involved in activity. Student attends to the teacher and/or the materials intently.

Once information is gathered for baseline and levels of engagement are understood for the student, an interest inventory may assist with identifying next steps in supporting the learner and increasing motivation. Again, best practice suggests that incorporating student interests, the implementation of reinforcement strategies, and the use of specific supports such as schedules and choice boards have been shown to improve both participation in and completion of academic tasks for learners on the spectrum[5]. Inventories may be in the form of a survey, an inventory, or a checklist based on categories of preferences and interests. Information may be applied to the teaching and learning process. For example, if a student indicates a high interest in drawing, an when/then schedule may be introduced such as ‘when I finish my Venn diagram, then I will draw for 12 minutes at my desk’. 

Observational data should be collected after such an intervention is introduced to determine if this strategy is resulting in an increase in level of engagement.  This process may be repeated for different learning environments and learner expectations, with the end result of decisions being made based upon individual learner data and needs.