Learning Accommodations Finder:  Motivation

This report lists selected accommodations in one column and research citations for each in the next column. A third column includes a space to write notes.

 	Accommodation	Research Citation	NOTES	
❑	INCORPORATE STUDENT INTERESTS.  Structure or rework instruction or academic tasks to incorporate topics of student interests. If students are interested in NASCAR or fashion, for example, the teacher can work these topics into writing or math lessons.	Kern, L, & Clemens, N. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44(1), 65-75.	
	
❑	OFFER CHOICE IN MODES OF TASK COMPLETION. Allow the student two or more choices for completing a given academic task. For example, a student may be given the option to use a computer keyboard to write an essay instead of writing it by hand -- or to respond orally to math-facts on flashcards rather than recording answers on a math worksheet.	Kern, L, & Clemens, N. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44(1), 65-75.	
	
❑	OFFER CHOICE VIA ASSIGNMENT SUBSTITUTION. Present the student with two or more alternative activities to choose from that contain equivalent academic requirements.  For example, an instructor who wants students to review a chapter of the course textbook might allow them the choices of reading the passage independently or discussing that passage in a structured cooperative learning activity.	Kern, L, & Clemens, N. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44(1), 65-75.	
	
❑	OFFER CHOICE: TASK SEQUENCE. When the student has several tasks to complete during independent work time, allow the student to select the order in which she or he will complete those tasks. When the student begins the independent work, provide encouragement and prompting as needed to keep the student engaged.	Kern, L., Bambara, L., & Fogt, J. (2002). Class-wide curricular modification to improve the behavior of students with emotional or behavioral disorders. Behavioral Disorders, 27, 317-326.	
	
❑	PROVIDE ADULT ATTENTION. Provide the student with brief, regular, repeated doses of positive adult attention (‘scheduled attention’) at times when the student is behaving appropriately. Examples of positive teacher attention are greetings, brief conversations, encouraging notes written on assignments, and non-verbal signals (e.g., thumbs-up).	Kern, L, & Clemens, N. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44(1), 65-75.