Presentation Transcript

1. 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/L MakingSenseOfAutism@msn.com October 15, 2012 AZ Assist Meeting
2. 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
3. Performance vs. Skill Skill – 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.
4. Performance vs. Skills Social 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
5. 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.
6. Factors That Impact on Utilization of Skills In Order to Perform Bellini, Scott, Building Social Relationships (2006). 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.
7. Self-Efficacy Self-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
8. Motivation Motivationis beingmoved 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
9. 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
10. 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
11. 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) Achievementrequires 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)
12. Improving Attitudes Toward Self Avoid 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 work What 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.
13. 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
14. What Hurts Intrinsic Motivation? Controlling rewards Threats and deadlines Evaluation and surveillance Rule of thumb: If someone else made you – it’s not intrinsic motivation – it’s EXTRINSIC motivation. Albert Bandura
15. Motivators Based on Personality Gregariousness: The need to be with other people Autonomous: The need for independence to do it your own way Status: The need to be important in the eyes of others Inquisitiveness: The need to learn and know Aggression: The need to influence others/to be heard Power: The need for control/authority Recognition: The need for acknowledgment of accomplishments/effort Affiliation: The need to associate with and belong to a group Richard Lavoie, Motivation Breakthrough: 6 Secrets to Turning On the Tuned-Out Child (2007), Touchstone Books
16. Motivation Strategies Based on Personality FOSTERING INTRINSIC MOTIVATION (TASK CENTERED) 1 = Self-Interest: The need for safety, security and well-being 2 = Pleasure-seeking: The desire to do something simply because it feels good to do it 3 = Common-Interest: The desire to have/do what sees others have or do 4 = Satisfaction: The desire to achieve a desired outcome; to learn/create/cause something to happen 5 = Escape: The desire to avoid or get out of something that is not pleasant
17. Motivation Strategies Based on Personality 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 know 10 = Aggression: The need to influence others/to be heard 11 = Power: The need for control/authority 12 = Recognition: The need for acknowledgment of accomplishments/effort 13 = Affiliation: The need to associate with and belong to a group
18. 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.)
19. 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)
20. 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
21. We Can Succeed – With Your Support
22. Auditory organizers Social skills CDs Invisible clock
23. DonJohnston.com Draft: Builder Inspiration Co:Writer Faceland Read: Out Loud Write: Out Loud Spelling Ace & Thesaurus
24. Air cushions Aroma weights Aroma therapy Auditory voice enhancer Hand fidgets Vibrating pen Visual timer Lap weights
25. Talking Word Processor WordQ SpeakQ ClaroRead Reading Pen Quick Link Pen Sonic Alert Alarm Clock Conversation Skill II Main Sales Address:EnableMart Sales Office c/o MRN, Inc.5353 South 960 EastSuite 200Salt Lake City, UT. 84117 - USA Main Email:sales@enablemart.comMain Fax: 1-866-487-0410Tax ID:93-1287488Main Phone:888-640-1999
26. 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