How Teachers and Parents Use the MotivAider
Teachers and therapists use the MotivAider themselves to stay tuned-in to a particular teaching or
therapeutic objective or method.
- A teacher uses the MotivAider to consistently behave in accord with his faith
in the power of praise. Without the MotivAider reminding him every few minutes that "Praise is best," frustration
had caused his behavior to stray far from his belief.
- A teacher uses the MotivAider to prompt herself to look for opportunities
to engage a quiet boy who she had previously lost in the shuffle of a busy classroom.
- A teacher uses the MotivAider to remind herself to stay "Cool, calm and collected" while
working with a very taxing student.
- Many teachers use the MotivAider to prompt themselves to monitor or observe
a particular aspect of a child's behavior.
- For more examples, see Trina Spencer's research.
Parents are often thrown off course by the powerful emotions and reflexive responses that are triggered
by their child's behavior.
- A parent who often found herself involved in fruitless arguments with her first grade daughter, uses
the MotivAider to remind herself of a phrase (“tweetle beetle battles”) from a Dr. Seuss book that prompts
her to let the little things go by and to concentrate instead on "the big picture."
- A parent who had routinely become immediately impatient with his inattentive son, uses the MotivAider to
remind himself that he gets better results when he is patient.
- A parent uses the MotivAider to remind herself to make a point of catching
her son “doing something
right” and to praise him lavishly for it.
- A parent uses the MotivAider to remind himself to actively listen to his
daughter so she no longer has to misbehave to get his attention.
- For another example, see Trina Spencer's case study.
 Simultaneous use of the MotivAider by helper and child: Excellent results have been achieved by having
a child and helper use MotivAiders that have been synchronized to vibrate on the same schedule. For example,
while one MotivAider vibrated every five minutes to remind a thumb-sucking kindergarten girl to keep
her thumb out of her mouth, another MotivAider vibrated at precisely the same times to remind the girl's
teacher to notice and reward the child's efforts with a warm smile. Helpers who have experimented with
the synchronized MotivAider technique report that something nearly magical happens when helper and child
repeatedly focus their attention on the same behavioral change at the same time.
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