Applying the M.O.T.I.V.E Framework to Support Conative Development in Educational Therapy for Children with Neurodevelopmental Disorders

Abstract

Children with neurodevelopmental disorders (NDDs) often face marked difficulties in initiating and sustaining purposeful, goal-directed behaviour. These difficulties are usually attributed to conative deficits—a critical domain of human development that governs motivation, volition, and persistence. Despite its importance, research exploring conative development in children with NDDs remains limited, reflecting a significant gap in the existing body of literature. This paper examines the application of the M.O.T.I.V.E. framework, comprising elements - Meaningful Goals, Ownership, Task Structuring, Incremental Success, Value Rewards, and Effort Praise - as a structured and neurodevelopmentally informed approach to support conative development within educational therapy (EdTx). The framework is positioned within the Cognition-Conation-Affect-Sensory (CCAS) model, a human behavioural potential model that emphasises the interaction between cognitive processing, motivational drives, emotional regulation, and sensory integration. By aligning with the CCAS model, the M.O.T.I.V.E. framework enables educational therapists (ETs) to design targeted, evidence-based interventions that promote engagement, independence, and self-regulation in children with neurodevelopmental disorders (NDDs). It will also open new directions for research focused on tailored, strengths-based support for children with NDDs.