Two dominant motivational theories are reviewed--valence-instrumentality-expectancy theory and reinforcement theory--and discussed in terms of management, motivation of professional staff, rewards for achievement, and needs consistent with both theories (affiliation, power, achievement, competence). A 17-item annotated list of references is…

The effectiveness of approval and affirmation of correctness was related to grade level for accuracy of performance, but not for rate. For accuracy of performance, a decreasing linear trend was found when approval effectiveness was evaluated across grades. For correctness, an increasing linear trend was found. (Author)

Investigates the relationship between self-reinforcement behavior and psychological adjustment (Maslow's need hierarchy) in 93 college students. (CM)

In this study involving 20 four- and five-year-old children, the boys were more motivated by intermittent reinforcement from their fathers, while girls were more motivated by fathers' continuous reinforcement. (RL)

This paper discusses theories and techniques of motivation in the context of special education. Cognitive, need/drive and instinct theories are discussed, as are contributing factors such as self-concept and anxiety. Classroom techniques such as peer tutoring and intrinsic vs. extrinsic reinforcement are considered in terms of these theories. (PB)

Data are summarized from 152 single-subject analyses of the reinforcing functions of self-injurious behavior (SIB) in individuals with developmental disabilities. Overall results indicated that functional analysis methodologies are extremely effective in identifying the environmental determinants of SIB on an individual basis and, subsequently, in…

Describes teacher/student feedback that is constructive and empowers the student to do more and feel good about what he or she has accomplished. Teachers' questions are answered concerning the amount of praise given, its effect on the class overall, and pitfalls. Three narratives are offered as examples of effective praise and criticism. (GR)

A meta-analysis including 96 experimental studies considers the effects of reinforcement/reward on intrinsic motivation. Results indicate that reward does not decrease intrinsic motivation, although interaction effects must be examined. An analysis with five studies also indicates that reinforcement does not harm intrinsic motivation. (SLD)

Social skills priming was used to increase the spontaneous social initiations of two socially withdrawn preschoolers, a 6-year-old boy with autism and a 2-year-old boy. During priming sessions, a teacher prompted and reinforced social behaviors. Spontaneous initiations were more frequent after high rates of reinforcement than after low…

Truancy in French technical secondary schools is a source of considerable concern which has given rise to the present study. However, issues associated with truancy seldom take into account psychological criteria, as it tends to give rise to an immediate institutional reaction. However, truancy may not be solely the reflection of a lack of…

Difficulties with social interaction are characteristic of autism. This study presents data illustrating the use of motivational strategies in play dates to improve the quality of social interactions between children with autism and their typically developing peers. Specifically, a multiple baseline design across participants shows how a…

The challenge of providing effective treatment services for the growing population of HIV-positive individuals who are also dually diagnosed with substance use and mental disorders has only recently been recognized as an important public health concern affecting both HIV treatment and prevention. This article describes a treatment model that was…