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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

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Mastery motivation in children with complex communication needs: longitudinal data analysis.

Kara F Medeiros¹, Cynthia J Cress², Matthew C Lambert²

¹a Communication Sciences and Disorders, Worcester State University , MA , USA ;

Augmentative and Alternative Communication (Baltimore, Md. : 1985)

|May 18, 2016

Summary

Children with complex communication needs show mastery motivation influenced by motor skills, particularly in object play. Motivation did not change over time, suggesting a need for broader assessment beyond object-focused tasks.

Keywords:

Mastery motivation cerebral palsy children complex communication needs toddler

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Area of Science:

Developmental Psychology
Augmentative and Alternative Communication (AAC) Research

Background:

Mastery motivation is crucial for children with complex communication needs (CCN) to overcome challenges in expressive communication.
Augmentative and Alternative Communication (AAC) is often used by children with CCN.
Understanding factors influencing mastery motivation in this population is essential for intervention.

Purpose of the Study:

To compare longitudinal changes in mastery motivation during parent-child free play in children with CCN.
To investigate the influence of motor skills and receptive language on mastery motivation.
To examine differences in mastery motivation between object play and social play.

Main Methods:

Longitudinal study of 37 children with CCN over 18 months.
Analysis of unprompted parent-child free play episodes across three assessment sessions.
Coding of nine mastery motivation categories in social and object play, controlling for receptive language.

Main Results:

Object-oriented mastery motivation was significantly influenced by motor skills.
One social mastery motivation category was also influenced by motor skills.
Object play elicited more object-focused mastery motivation behaviors than social play.
Social play elicited more social-focused mastery motivation behaviors than object play.
No significant longitudinal changes in mastery motivation variables were observed over time.

Conclusions:

Motor skills play a significant role in the mastery motivation of children with CCN, especially during object play.
Current assessment of mastery motivation may be limited by a focus on object-oriented tasks.
Further research should broaden definitions and procedures to include social play and other contexts for children with CCN.