The Impact of Motivation and Self-Efficacy on Success in Social and Daily Living Performance in...
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Transcript of The Impact of Motivation and Self-Efficacy on Success in Social and Daily Living Performance in...
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/[email protected]
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
Main Sales Address:EnableMart Sales Office c/o MRN, Inc.5353 South 960 EastSuite 200Salt Lake City, UT. 84117 - USAMain Email:[email protected] Fax: 1-866-487-0410Tax ID:93-1287488Main Phone:888-640-1999
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