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.

数学的动机和参与对于取得学业成功很重要，有时对经历挫折和失败历史的残障学生有时会有所抵触。本文介绍了通识教育和特殊教育教师如何在数学课堂中实施三种研究支持的策略，以提高有情感和行为障碍（EBD）或处于危险中的小学生的动机和参与度。这些策略包括：（a）使用特定于行为的赞美和代币经济系统来加强数学的参与和动机；（b）教授自我监控和自我调节策略，以促进专心的行为和学习成绩；（c）使用高偏好策略建立行为动力并支持完成非偏好任务。