Self-Driven Motivation: A Positive Self-Theory and Life Long Resiliency in Deaf

and Hard of Hearing ChildrenEgbert, LaMarr, Hossler, Davenport, Crace

Introduction

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Deaf and Hard of Hearing Statics

Fixed vs Growth Mind Set

Growth Mind Set Strategies

Warnings

Summary

• Research shows that not all praise has these successful results

• When praise focuses on an attribute of the child, it may be counterproductive, as it may result in the child internalizing the attribute as an unchangeable part the self.

• As a consequence, these children develop mindsets that are fixed.

• When children with fixed mindsets experience a setback, they find their self-worth and motivation to endure weakens.

Fixed MindsetIndividuals with a fixed mindset perceive personal characteristics about themselves, such as intelligence, to be fixed and unable to change. This mindset leads to individuals often quickly giving up on challenging tasks and shying away from future challenges (Dweck & Leggett, 1988; Skipper & Douglas, 2012). Growth MindsetRather than praising the person, praising the process has a more positive effect on a child. To have a growth mindset is to perceive personal characteristics as not being fixed—they can be changed and improved. Specifically, the “growth” of this mindset comes through persistence, effort, practice, determination, and hard work.

•Interpreters need to attend the IEP.

•Educate IEP team members on the difference between a fixed mindset versus a growth mindset and how it influences a student’s self-theory and motivation.

•Interpreters, teachers, coaches, support staff, interpreters, and extra-curricular activity sponsors should be cross-trained on how to appropriately support, encourage and adjust their language to praise students in consistent ways that promote healthy social-emotional development and resilience that leads to a growth mindset.

•Train team members on teaching techniques that incorporate incremental theories that approach a task in parts rather than a whole.

• Incremental achievement gives a sense of accomplishment without making a project seem overwhelming.

•Research shows using growth mindsets help students learn to work smarter and harder when faced with a challenge, and their grades tend to improve (Crowe, 2003).

•Students that participate in IEP planning have more positive growth mindsets (Williams-Diehm, Wehmeyer, Palmer, Soukup & Garner, 2008). Find ways to include the participation of DHH students in developing their IEP.

•If the student does not have access to DHH peers in the classroom, consider ways to make these connections happen (e.g., DHH staff, online peer-to-peer support through a videophone or other video interplay, playgroups, team events, and social events).

•Include opportunities for peers to learn ASL and opportunities to practice with each other.

References:Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256-273. doi:10.1037/0033-295X.95.2.256

Skipper, Y., & Douglas, K. (2012). Is no praise good praise? Effects of positive feedback on children's and university students' responses to subsequent failures. British Journal of Educational Psychology, 82(2), 327-339.

• DHH students need to be praised by their interpreters in ways that can be internalized positively.

• Praise students for the process—praise their efforts and persistence (rather than their intelligence or ability).

• Help your students understand the skills, work and persistence necessary to complete a task or reach a goal. By teaching the student to break a task down into steps/skills, it can help them view the goal as more attainable.

• Discuss setbacks with your students and how to turn them into opportunities to learn and grow. This can be done through “process chat.”