Success Using Self-Determination Theory to Foster Intrinsic Motivation

Apr 28 2022

Key Takeaway:

It can be tempting to implement rewards and punishment in the classroom and educators tend to forget about the importance of intrinsic motivation to foster academic growth and engagement. Shkedy et al. (2021) explored how implementing Visual Communication Analysis (VCA) along with self-determination theory when teaching students to type independently may provide an avenue to build intrinsic motivation among students with autism spectrum disorder and intellectual disabilities. Consequently, the learning and functional communication skills of these students would improve. —Michael Ho

The Study

Shkedy et al. (2021) examined the efficacy of using Visual Communication Analysis (VCA) in teaching children with autism spectrum disorder (ASD), intellectual disability (ID), and speech and language impairment to type independently as a means of expressive and functional communication. VCA is an “experiential therapy that is used to teach communication and can also be used to teach academics, while building confidence and self-esteem, and ultimately decreasing maladaptive behaviors.” In this study, Shkedy et al. (2021) investigated the relationship between instructional time each student received in typing and the letters correct per minute. 

The researchers hypothesized that VCA implementation will increase psychological well-being and decrease maladaptive behaviors among children with ASD, ID, and speech and language impairment. 

Major Takeaways 

The Findings

Limitations

Firstly, the time dedicated to the study varied from one student to another based on teachers’ expectations. There is also a lack of standardized assessments used prior to the beginning of this study, as age limitations on some assessments meant that younger participants were given different assessments from older participants. In addition, the age range of the participants ignored older students from secondary schools. Finally, less than 25% of the participants were females.

Summarized Article:

Shkedy, G., Shkedy, D., Sandoval-Norton, A. H., Fantaroni, G., Montes Castro, J., Sahagun, N., & Christopher, D. (2021). Visual Communication Analysis (VCA): Implementing self-determination theory and research-based practices in special education classrooms. Cogent Psychology, 8(1), 1875549.

Summary by: Michael Ho—Michael supports the MARIO Framework because it empowers learners to take full control of their personalized learning journey, ensuring an impactful and meaningful experience.

Academic researchers Dalia Shkedy and Aileen Herlinda Sandoval participated in the final version of this summary.

Additional References:

  1. National Center for Education Statistics. (2019). Children and youth with disabilities. U.S. Department of Education. Retrieved from https://nces.ed.gov/programs/coe/indicator_cgg.asp
  2. Deci, E. L., & Ryan, R. M. (1985). Cognitive evaluation theory. In Intrinsic motivation and self-determination in human behavior (pp. 43–85). Springer, Boston, MA. https://doi.org/10.1007/978-1-4899-2271-7_3
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