The Role of Motivation in Test Performance and Remediation

Abstract

Research in behavior modification has shown that motivated behavior is often under the control of situationally anchored contingencies of reinforcement. In light of this observation, and considering the dissatisfaction of some behaviorists with traditional assessment practices, it is suggested that procedures for the assessment of learning disabilities incorporate measures of extrinsic motivation in order to differentiate students with learning disabilities from those who perform poorly because of low intrinsic motivation. The latter students may be misplaced in low ability or learning disability classrooms. A case is described of a Hawaiian boy whose retest scores on a learning disability test battery were substantially higher when money was offered as a reward for correct responses.