The strategy is especially useful with students with learning and behavioral disabilities. In the high-preference strategy, two or three preferred math tasks, tasks that the student is likely to complete or complete with ease, are presented to the student before presenting low-preference tasks, researchers write.

Students are more likely to complete the task not only because they build momentum with easy or enjoyable items, but also because their initial success makes them more motivated to tackle more difficult items.

"High-p strategy has been found to be effective in improving a range of social, self-help, transition, and academic behaviors of children with various learning and behavior problems," the authors write.

"When the high-p strategy was used, students took less time completing difficult problems (e.g., three-digit by three-digit multiplication problems), took less time to begin assignments, and spent more time doing math assignments."

The strategy is not designed to teach students new math skills, rather to ensure that they receive the practice they need to master skills they have already acquired. Of course each student is different in his or her preferences. Although uncommon, some students may prefer challenging or difficult tasks.

There are several ways for teachers to identify high-preference tasks. Teachers can observe students as they complete math assignments. The teacher may notice that a particular student dislikes subtraction and prefers addition, for example. Or the teacher can simply as students which tasks they like or dislike. A third approach is to present students with varied worksheets simultaneously and ask the student to select the one he or she prefers. Overall, research indicates that the high-p strategy is a promising approach for teachers to use in classrooms to increase academic task completion and engagement," the authors write.

"Enhancing Motivation to Complete Math Tasks Using the High-Preference Strategy," by Devender Banda, Intervention in School and Clinic, January 2009, Volume 44, Number 3, pp. 146-150.

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