Transcript Effects of Reward on Motivation in Elementary School Students with

Effects of Reward on Motivation in
Elementary School Students with
Disabilities: A Review of the
Literature
Effects of Rewards: A Quick Survey
• Loved it! Especially when it involved chocolate
haha…I wanted to win.
• Since I had an ego the size of the sun, public praise was
the only thing that worked.
• I use rewards with some of my students but I do
wonder about the long term effects when the rewards
go away will they still be motivated later in life?!?! But
for now it is a great attendance intervention.
• I’d do anything for a gold star.
• Do I get a gold star if I comment???!
Problem Statement
Teachers commonly implement behavioral interventions for students
with disabilities in the classroom to reduce challenging behaviors
and consequently increase valuable learning time. One such popular
intervention is the use of rewards to improve student behavior and
resulting performance. Although research exists confirming the
effectiveness of rewards in decreasing negative behaviors, the longlasting effects on motivation are unknown. If rewards primarily
promote extrinsic motivation, then intrinsic motivation may be
undermined, resulting in decreased competence, self-determination,
and creativity among students. The proper use of rewards in the
classroom for children with disabilities must be determined so that
they will develop their own intrinsic motivation, resulting in greater
success and enjoyment over time.
Definitions
• Intrinsic Motivation: A behavior for which
there exists no recognizable reward except the
activity itself (Akin-Little, Eckert, Lovett, &
Little, 2004).
• Extrinsic Motivation: A behavior controlled by
stimuli external to the task (Akin-Little et al.,
2004).
Theoretical Framework
• Positivistic Behaviorism: Extrinsic rewards
can build upon one’s intrinsic motivation
(operant conditioning).
• Cognitive Evaluation Theory: Rewards can
damage the chance of one becoming
intrinsically motivated.
Reward Systems: The Token Economy
• Commonly used among students with disabilities,
most widely researched behavioral intervention in
schools (Kilmas & McLauglin, 2007).
• Students with disabilities are developmentally less
mature, thus respond positively to extrinsic rewards
in order to shape behaviors
(Witzel & Mercer, 2003).
• Research reports
improvements in behavior
with the use of token
economies.
Effects on Motivation
• Preference of self-management interventions for
regulating own learning and behavior (Shogren et al.,
2011).
• No clinically
significant
difference
existed between
self-management
and token
economy
interventions.
Reward Variables
• Types of rewards used, the reward contingency, how
rewards are allocated, and the context in which rewards
are administered (Cameron et al., 2005).
• Rewards for successful achievement on an activity
increases individuals’ interest and motivation to
perform the activity and other similar tasks in the
future.
• Rewards given without appropriate communication in
regards to the purpose of the reward can foster extrinsic
rather than intrinsic motivation (Eisenberger &
Cameron, 1996).
Using Rewards Properly
• Use rewards properly to promote and
sustain intrinsic motivation for
students with disabilities.
• Teachers should determine the
function of specific student
behaviors, whether intrinsic or
extrinsic, so that they can respond
appropriately with intervention
(Witzel & Mercer, 2003).
• Undermining effect: the delivery of extrinsic rewards will “undermine”
intrinsic motivation for tasks in which children already engage with
little or no intrinsic incentive (Reitman, 1998).
References
Akin-Little, K. A., Eckert, T. L., Lovett, B. J., & Little, S. G. (2004). Extrinsic reinforcement in
the classroom: Bribery or best practice. School Psychology Review, 33, 344-362.
Cameron, J. W., Pierce, D., Banko, K. M., & Gear, A. (2005). Achievement-based rewards and intrinsic
motivation: A test of cognitive mediators. Journal of Educational Psychology, 97, 641-655.
Eisenberger, R., & Cameron, J. (1996). Detrimental effects of reward: Reality or myth? American Psychologist,
51, 1153-1166.
Kilmas, A., & McLaughlin, T. F. (2007). The effects of a token economy system to improve social and
academic behavior with a rural primary aged child with disabilities. International Journal of Special
Education, 22, 72-77.
Reitman, D. (1998). The real and imagined harmful effects of rewards: Implications for clinical
practice. Journal of Behavior Therapy and Experimental Psychiatry, 29, 101-113.
Shogren, K. A., Lang, R., Machalicek, W., Rispoli, M. J., & O'Reily, M. (2011). Self-versus teacher
management of behavior for elementary school students with asperger syndrome: Impact on classroom
behavior. Journal of Positive Behavior Interventions, 13, 87-96.
Witzel, B. S., & Mercer, C. D. (2003). Using rewards to teach students with disabilities: Implications for
motivation. Remedial and Special Education, 24, 88-96.