Motivation and engagement in mathematics are important for academic success and are sometimes compromised in students with disabilities who have experienced a history of frustration and failure. This article explains how general and special education teachers can implement three research-supported strategies for boosting motivation and engagement for elementary students with or at risk of emotional and behavioral disorders (EBD) in the mathematics classroom. The strategies include (a) reinforcing engagement and motivation in mathematics using behavior-specific praise and token economy systems; (b) teaching self-monitoring and self-regulation strategies to promote attentive behavior and academic achievement; and (c) using the high-preference strategy to build behavioral momentum and support completion of nonpreferred tasks.
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