The Impact of Motivation and Self-Efficacy on Success in Social and Daily

Living Performance in Autistic Adolescents & Adults

Susan J. Golubock, M.Ed., OTR/LMakingSenseOfAutism@msn.com

October 15, 2012AZ Assist Meeting

Autism is a Pervasive Developmental Disorder

Autism is about connections – not learning◦ To learn one must be receptive to input

through the various sensory systems◦ What is learned must be stored where

that information can be easily retrieved when needed

Why aren’t learned skills generalized?◦ Learned skills are stored in specific

areas of the brain so may not be easy to retrieve

◦ Performance involves multiple areas of the brain

Performance vs. SkillSkill – an ability that has been

acquired through training, or the learned capacity to carry out pre-determined results effectively & efficiently.

Performance - act of performing; of doing something successfully; using knowledge as distinguished from merely possessing it; any recognized accomplishment.

Performance vs. SkillsSocial Skills

◦ Greeting others when you see them◦ Dialing the phone to call someone

Social Performance◦ Inviting someone to engage in an activity with you◦ Explaining to a service provider what you need

Daily Living Skills◦ Shaving or brushing one’s teeth◦ Setting or clearing the table

Daily Living Performance◦ Cleaning the bathroom◦ Planning and cooking a meal

Stages in Single Task Skill Acquisition

Novice – requires a lot of cognitive effort and attention to complete a task; vulnerable to distraction and often need prompts; performance is slow; frequent errors.

Intermediate – more independent but still needs a great deal of cognitive energy to complete a task; performance is inconsistent.

Mastery – completes tasks with little or no cognitive energy, requiring very little attention to the task; allows for multitasking; performance is often errorless and fluid.

Factors That Impact on Utilization of Skills In Order to Perform

Sensory Processing & Movement Differences◦ Registration, Seeking, Sensitivities,

Avoidance◦ Tics, low tone, tense/rigid

Executive Functioning◦ Emotional control◦ Attention and Impulsivity◦ Memory & Organization

Motivation & Self-Efficacy◦ Reason for the action; that which gives

purpose ◦ Belief that one is capable of performing in a

certain manner to attain certain goals.

Bellini, Scott, Building Social Relationships (2006).

Self-EfficacySelf-efficacy is the belief in one’s

capabilities to produce an effect on something or someone◦ Success – results when belief is not too high or too

low◦ Attribution – perceived cause of an outcome

Source – who caused the outcome? Self or others? Stability – can this outcome be expected to change?

Controllability – can the individual directly affect the

outcome?Things that effect self-efficacy:

Mastery experiences Vicarious experience (models) Verbal persuasion

Albert Bandura

MotivationMotivation is being moved to do something

based on◦ The value of the expected outcome – if

outcome is expected to be of value, motivation increases, and vice versa Intrinsic motivation – done out of interest &/or

pleasure Extrinsic motivation – expected reward or

punishment◦ Who you think you are which affects what

you want.For many individuals there is a discrepancy

between who they are and who they want to become…◦ …it can be motivating

if the person thinks they can change. if they can make connections between the

present and the future.◦ …or devastating

if the person doesn’t think they can change if they are too focused on the present.

Albert Bandura

Impact of Low Motivation & Self-Efficacy on Performance

Self-care◦ If only motivated by external rewards (does

because others reward or punish if doesn’t) likely is of little value to self

◦ If only motivated if it feels good or is valued intrinsically (tendency to avoid what is not pleasurable/valued) what others value is likely unimportant if doesn’t match own perception

Work/chores◦ Lack of awareness of surroundings and internal

chaos likely leads to low motivation or value in keeping it clean/orderly

◦ If intrinsically motivated by security may become obsessive or show a lack of flexibility/priorities in other tasks

◦ If lacks energy to perform, likely to have low self-efficacy

◦ If efforts corrected (lack of success) likely to not keep trying

◦ If attributes success to others likely to become dependent

Impact of Low Motivation & Self-Efficacy on Social Performance

Valuing Self◦ Self-worthlessness – doesn’t expect success in

what does◦ Depression – isolates, avoids, unwilling to continue

trying◦ Selfishness – focuses only on intrinsic rewards

(meaningful to self)◦ Distrust – focuses on own security, safety (hostile

world)Valuing Social Interactions

◦ Low social recognition – performs only to avoid punishment

◦ Limited pleasure – doesn’t see value in pursuing◦ Excess effort required to succeed – fatigues,

limits contact◦ Lacks common interests – limited curiosity about

others

Increasing Motivation & Self-Efficacy

Success ◦ In real life experiences raises both motivation and self-

efficacy (and vice versa)◦ A task that is too easy does little to raise either one◦ Increased motivation & self-efficacy leads to harder

work & more persistence & more success (and vice versa)

Achievement requires◦ Attitude (self-efficacy) – beliefs one holds about

oneself◦ Drive (motivation) – desire to attain a valued

outcome◦ Strategy – technique(s) used to gain desired

outcome (success)

Improving Attitudes Toward SelfAvoid obsessing on the negatives (what you

don’t like/want/ can’t do); identify what you do like/want and can do.

Focus on your strengths; nurture and build on them; share them with others

Be patient; mastery takes time and workWhat happened in the past doesn’t predict what

will happen in the future; it depends on what you do in the present

Pay attention to your instincts and gut feelings about what is “right” for you

You have choices; focus on what you want or worry about what you don’t have; in either case that’s what you are likely to get.

Intrinsic Sources of Motivation (What A Person Values)

Self-interest – safety, security, well-being

Common interest – wants to do/have what sees others doing/possessing

Curiosity – desire to learn, explore new skills

Pleasure – outcome or process feels good

Success – sense of control & mastery over self, others, or environment

Social recognition – desire for praise or attention from others

What Hurts Intrinsic Motivation?

Controlling rewardsThreats and

deadlinesEvaluation and

surveillance

Rule of thumb: If someone else made you – it’s not intrinsic motivation – it’s EXTRINSIC motivation.

Albert Bandura

Motivators Based on PersonalityGregariousness: The need to be with other

peopleAutonomous: The need for independence to

do it your own wayStatus: The need to be important in the eyes

of others Inquisitiveness: The need to learn and knowAggression: The need to influence others/to

be heard Power: The need for control/authorityRecognition: The need for acknowledgment of

accomplishments/effortAffiliation: The need to associate with and

belong to a groupRichard Lavoie, Motivation Breakthrough: 6 Secrets to Turning On the Tuned-Out Child (2007), Touchstone Books

Motivation Strategies Based on Personality

Basic Need

ChoicesOptions

ChallengeMastery

CuriosityExplore

FantasyImagine

FlowTime

1, 5 3, 5 2, 3, 4 2, 3, 5 4, 5 2, 4, 5

FOSTERING INTRINSIC MOTIVATION (TASK CENTERED)

1 = Self-Interest: The need for safety, security and well-being2 = Pleasure-seeking: The desire to do something simply because it feels good to do it3 = Common-Interest: The desire to have/do what sees others have or do4 = Satisfaction: The desire to achieve a desired outcome; to learn/create/cause something to happen5 = Escape: The desire to avoid or get out of something that is not pleasant

Motivation Strategies Based on Personality

ProjectsStrength

PeopleFriend

PraiseRecognition

PrizesReward

PrestigeSuccess

PowerLeader

4, 7, 9 3, 6, 13 8, 12, 13 8, 11, 12, 13

7, 8, 10, 11

4, 7, 10, 11

FOSTERING EXTRINSIC MOTIVATION (EGO CENTERED)

6 = Gregariousness: The need to be with other people 7 = Autonomous: The need for independence to do it your own way 8 = Status: The need to be important in the eyes of others 9 = Inquisitiveness: The need to learn and know10 = Aggression: The need to influence others/to be heard 11 = Power: The need for control/authority12 = Recognition: The need for acknowledgment of accomplishments/effort13 = Affiliation: The need to associate with and belong to a group

General Strategies for Success

Measure progress & ultimate success against self, not others (have the individual self-monitor)

Use strategies that tap into strengths, not limitations

Teach the 3/5 Rule to determine the need to adapt the method or tools used to ensure success (avoid modifying task for them!)

Attach no value to a lack of success (Oooops! Try again.)

General Strategies for Success

Increase intrinsic rewards (well-being, curiosity, pleasure) to increase engagement (avoid external rewards)

Make sure the value attached to performance is what individual wants (not what you want for them)

Reward effort, but do not reward less-than-full effort

Think out-loud to facilitate problem-solving (using hindsight to improve chances of success in the future)

When The Effort of Performing Is Too Hard

Establish a Back-up Plan◦List who to call to ask for help at the

moment◦Establish Priorities: what can be put

off, what can’t◦List who to swap strengths with to get

things done (trading what I do well for things others don’t; in exchange for doing things I don’t do well, but others do)

Inform Others you need some down time to do a sensory-motor activity that refreshes you so you can return to the task

We Can Succeed – With Your Support

Auditory organizersSocial skills CDsInvisible clock

Draft: Builder InspirationCo:Writer FacelandRead: Out Loud Write: Out LoudSpelling Ace & Thesaurus

DonJohnston.com

Air cushionsAroma weights Aroma therapyAuditory voice enhancerHand fidgets

Vibrating penVisual timerLap weights

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Talking Word Processor

WordQ

SpeakQ

ClaroRead

Reading Pen

Quick Link Pen

Sonic Alert Alarm Clock

Conversation Skill II

Resources Scott Bellini, Building Social Relationships, (2006), Autism

Asperger Publishing Co., www.asperger.net. J.L. Savner, B. Smith Myles, Making Visual Supports Work

in the Home and Community: Strategies for Individuals with Autism and Asperger Syndrome, 2002, Autism Asperger Publishing Co., www.asperger.net

J. Cooper-Kahn, L. Dietzel, Late, Lost and Unprepared: A Parents’ guide to Helping Children with Executive Functioning (2008) Woodbine House

E. Yack, P. Aquilla, S. Sutton, Building Bridges Through Sensory Integration (2002) Sensory Resources, LLC

K. Dunn Buron, A 5 Is Against the Law! Social Boundaries: Straight Up! An honest guide for teens and young adults (2007) Autism Asperger Publishing Co.

Http://projects.coe.uga.edu/epltt/index.php?title=Motivation

Http://dennislearningcenter.osu.edu/all-tour/apa99paper.htm

http://iisit.org/Vol6/IISITv6p545-556Nilsen598.pdf