matched on MA but differ substantially on CA (e.g., Nader-Grosbois & Lefévre, 2011) Wide age ranges in samples with intellectual disability make interpretation of findings of no group differences more difficult, since experience is generally understood to play a role in motivation. It seems evident that there are characteristics inherent to intellectual disability that are taken as indicators of motivation. There are also aspects of the environments of individuals with intellectual disability that may limit both the development, and the display of motivated behaviour. Disentangling these confounds is a challenge. In addition, the different understandings of various researchers about what constitutes motivation make comparisons across studies very difficult. Other paradigms used with typically developing populations but not yet used with individuals with intellectual disability may provide more clarity; however, to date these have not been operationalised in a way that makes them easily applied with this group. Motivation research needs to address these issues as better understanding will allow the development of more effective approaches to maintaining motivation, thus providing a sound basis for continued learning and engagement in productive and enjoyable activities. References Bierbaum, L.J., Henrich, C.C., & Zigler, E.F. (2005). Disobedient behaviours in children with intellectual disability. Journal of Intellectual & Developmental Disability, 30, 115–119. doi: 10.1080/13668250500125007 Bigby, C., Knox, M., Beadle-Brown, J., Clement, T., & Mansell, J. (2012). Uncovering dimensions of culture in underperforming group homes for people with severe intellectual disability. Intellectual and Developmental Disabilities, 50, 452–467. doi: 10.1352/1934-9556-50.06.452
matched on MA but differ substantially on CA (e.g., Nader-Grosbois & Lefévre, 2011) Wide age ranges in samples with intellectual disability make interpretation of findings of no group differences more difficult, since experience is generally understood to play a role in motivation. It seems evident that there are characteristics inherent to intellectual disability that are taken as indicators of motivation. There are also aspects of the environments of individuals with intellectual disability that may limit both the development, and the display of motivated behaviour. Disentangling these confounds is a challenge. In addition, the different understandings of various researchers about what constitutes motivation make comparisons across studies very difficult. Other paradigms used with typically developing populations but not yet used with individuals with intellectual disability may provide more clarity; however, to date these have not been operationalised in a way that makes them easily applied with this group. Motivation research needs to address these issues as better understanding will allow the development of more effective approaches to maintaining motivation, thus providing a sound basis for continued learning and engagement in productive and enjoyable activities. References Bierbaum, L.J., Henrich, C.C., & Zigler, E.F. (2005). Disobedient behaviours in children with intellectual disability. Journal of Intellectual & Developmental Disability, 30, 115–119. doi: 10.1080/13668250500125007 Bigby, C., Knox, M., Beadle-Brown, J., Clement, T., & Mansell, J. (2012). Uncovering dimensions of culture in underperforming group homes for people with severe intellectual disability. Intellectual and Developmental Disabilities, 50, 452–467. doi: 10.1352/1934-9556-50.06.452
73233_GILMORE_Motivation_in_children_with_intellectual_disabilities_PRE_PUB.docx