Talk:Behavioral momentum

	This article is within the scope of WikiProject Statistics, a collaborative effort to improve the coverage of statistics on Wikipedia. If you would like to participate, please visit the project page, where you can join the discussion and see a list of open tasks.StatisticsWikipedia:WikiProject StatisticsTemplate:WikiProject StatisticsStatistics articles
???	This article has not yet received a rating on the importance scale.

Psychology Low‑importance

	Psychology portal This article is within the scope of WikiProject Psychology, a collaborative effort to improve the coverage of Psychology on Wikipedia. If you would like to participate, please visit the project page, where you can join the discussion and see a list of open tasks.PsychologyWikipedia:WikiProject PsychologyTemplate:WikiProject Psychologypsychology articles
Low	This article has been rated as Low-importance on the project's importance scale.

Behavioral Momentum

Behavior momentum is one method teachers and/or parents can use to get their child to comply with requested tasks. If a teacher/parent establishes the tasks she wants the child to complete, she can decide what order the tasks should be presented. A few easier tasks should start the requests. Easier tasks are more likely to be accepted and completed. A reward should be given after each completed, easy task. Eventually, more difficult tasks should be introduced and rewarded in the same manner. The easy tasks and the rewards build momentum for the child to accept and complete the more difficult tasks. (Wheeler, Mayton, & Carter, 2015)

Students can build their knowledge by participating in tasks that become more and more complex. For example, a teacher could ask a student to count out ten dinosaur toys. A second request could be to count out five more dinosaurs. The third request would be for the student to count all of the toy dinosaurs. Once the student becomes comfortable with the addition, it becomes an easy, beginner task. The teacher adds more complicated tasks as the skills improve. The teacher could put a total number of dinosaurs and then a small number of dinosaurs in a group. The teacher could then ask the student how many more dinosaurs need to be added to the small group to equal the total group.

For more information on behavior momentum, read the articles listed below. Kelly, L., & Halloway, J. (2014, November). An investigation of the effectiveness of Behavioral Momentum on the acquisition and fluency outcomes of tacts in three children with Autism Spectrum Disorder. Research in Autism Spectrum Disorders, 9, 182-192. doi:10.1016/j.rasd.2014.10.007 Lee, D. L. (2006, fall). Facilitating Transitions Between and Within Academic Tasks: An Application of Behavioral Momentum. Remedial and Special Education, 27(5), 312-317. Vostal, B. R., & Lee, D. L. (2001, June). Behavioral Momentum During a Continuous Reading. Journal of Behavioral Education, 163-181. doi:10.1007/s10864-011-9129-6

Wheeler, J. J., Mayton, M. R., & Carter, S. L. (2015). Methods for Teaching Students with Autism Spectrum Disorders. Upper Saddle River, NJ: Pearson Education, Inc. — Preceding unsigned comment added by Jennysrich (talk • contribs) 00:02, 13 August 2016 (UTC)[reply]