RUNING HEADER: MODIFYING BEHAVIOR THROUGH EXTRINSIC REWARDS

Modifying Behavior Through Extrinsic

Rewards in Elementary School Age
Children
Kayla Tillotson

SE 5181 Collaborative Action Research in Special

Education
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Modifying Behavior Through Extrinsic Rewards

Abstract

Within this research proposal the author will take an in depth look at the relationship between

extrinsic rewards and behavior modification. She uses a Marble Jar to regulate positive or

desirable student behaviors. Students can visually see themselves being rewarded for their

behaviors. Students work towards certain levels in the jar and when these levels are met they

receive an extrinsic reward (i.e. pencil, notepad, bouncy ball, pencil grip, etc.). The research will

determine whether or not the extrinsic rewards motivate children to exhibit positive behaviors

within the classroom setting. Rewards are often used as a way for teacher to motivate students to

act appropriately within the classroom. But do they actually work? Further examining the use of

extrinsic rewards will help to answer this question.

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Modifying Behavior Through Extrinsic Rewards

Modifying Behavior Through Extrinsic Rewards in Elementary School Age Children

In order for any student to be successful within the classroom setting, they have to first

behave in an appropriate manner. But how do we get each student to do that? After talking with

several regular education and special education teachers, it was determined that obtaining the

desired behaviors from students is not always easy. Our goal as educators is to guide children to

become contributing members of society. If a student cannot behave appropriately within a

classroom setting they may struggle with inappropriate behaviors within the community setting.

Rewards are often used as a way for teachers to motivate students to act appropriately

within the classroom. What rewards will students work for? Are rewards too much like bribes?

Do rewards actually work? Many elementary school teachers find themselves asking these

questions every day. This study will research that final question: do rewards actually work? More

specifically do extrinsic rewards work in modifying unwanted student behaviors?

The following study will focus on one female second grade student. This student has been

diagnosed with ADD and currently takes medication each morning when she gets to school. The

research will focus on her unwanted behaviors which include: failure to initiate tasks

independently and excessive excuses to avoid work. The research will look at the frequency of

these behaviors before any interventions are introduced and the frequency after a Marble Jar

reward system is in place. The student will earn marble for positive behaviors and lose marbles

for unwanted behaviors. When the jar is filled to certain levels the student will be awarded an

extrinsic reward. This study will determine whether the extrinsic rewards are enough to

transform this students negative behaviors into more desirable behaviors.

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Modifying Behavior Through Extrinsic Rewards

Review of the Literature

Several studies have been conducted in the past looking at the idea of extrinsic rewards

and how they affect student behaviors. These studies have been conducted on various different

age groups using various different rewards. There does not seem to be one strong consensus

regarding the effectiveness of extrinsic rewards and their influence of behavior modification.

One study (Guinee, 2012) looked at the work of a college professor. He decided to reward empty

bonus points to his college students whenever they made interesting or well thought-out

contributions to class discussions. These bonus points had zero influence on the students class

grade. However, Guinee found that students were more apt to participate during class discussion

simply because they were receiving bonus points for their contributions. Student motivation to

participate increased, which in turn increased the value and quality of class discussion.

Another study focusing on extrinsic rewards was conducted with eighth grade language

arts students. Data was collected for this action research to determine the value of

an extrinsic reward as a self-management tool for motivating eighth

grade language arts students. The research showed that the extrinsic rewards motivated students

to come to class prepared with their Accelerated Reading book. While looking further into this

study the author, Rejholec (2002), cautioned individuals who are looking to use extrinsic

rewards. It was expressed that behaviors will only last the duration in which the rewards last. The

research showed that once the extrinsic rewards stops one should expect the desired behavior to

stop as well. This study also showed that when students know there is a reward they will attempt

to take the shortest means to get to that reward. As educators this is not the goal when modifying

behavior. We want the behavior to become internalized.

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Modifying Behavior Through Extrinsic Rewards

A study conducted by Wheatley, West, Charlton, Sanders, Smith, and Taylor (2009)

examined the use of a Praise Note System where students where praised for behaving

appropriately. This study proved that extrinsic rewards should not just be implemented. Instead,

behaviors should be taught, practiced, and then rewarded. The research showed growth in all

areas of behavior concern due to the note system. The authors also expressed the importance of

using multiple types of reinforcers including social, public postings, group rewards, and

tangibles.

Haywood, Kuespert, Madecky, and Nor (2008) conducted the following study examining

strategies to motivate elementary and high school students from extrinsically rewarding

behaviors to intrinsically motivating behaviors. The action research was conducted in two

different schools by four different teacher researchers within the same district. The research

found that the extrinsic rewards worked for a period of time, but then students reverted back to

their old behaviors. It was also stated that give-away rewards were not cost effective for the

teachers. This study proved that using extrinsic rewards as a reinforcer can at times become

costly for the teachers.

Fields (2012) conducted a study on children in their early school years who exhibit

oppositional defiant behaviors. He found that the key to changing a students behavior is to teach

appropriate behaviors and acknowledging those good behaviors when they occur. The study

showed that educators tend to only catch the bad. Fields (2012) expressed the importance of

making the shift from only recognizing the bad, to recognizing and reinforcing the good. My

question to fields would be can extrinsic rewards help in reinforcing these good behaviors?
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Modifying Behavior Through Extrinsic Rewards

Another study conducted by Warneken and Tomasello (2008) focused on 20-month-olds

and their altruistic tendencies. This study shows that young children have an inclination to help

others, but extrinsic rewards may diminish this inclination. Their research determined that these

infants were more likely to help during one of their tests if they had not been previously

rewarded. They found that the infants who had been rewarded were less likely to help others.

They concluded that the rewards were the reason in which these infants were no longer willing to

help.

Lastly, Deci (1972) conducted a study on 96 undergraduate students. His results

supported his previous findings that money decreases intrinsic motivation while verbal

reinforcements tend to enhance it. Deci believes that verbal reinforcement from the teacher will

yield greater results than an extrinsic reward, in this case money. He expressed that rewards

should not be the focus, rather creating intrinsically interesting situations where the person is

then supported through verbal and interpersonal praise should be the focus.

It seems that there are mixed reviews on the use and effectiveness of extrinsic rewards.

Many different variables come into play. I would like to further investigate whether or not

extrinsic rewards decrease unwanted student behavior? Based on the literature I expect to see

that extrinsic rewards will improve the students motivation to perform well in the classroom

setting to a certain degree. This motivation will in turn change the students unwanted behaviors

to more desirable behaviors.

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Modifying Behavior Through Extrinsic Rewards

Methods

Participants

This study will focus on one second grade girl (8 years old). This particular child is diagnosed

with ADD. She takes her medication when she gets to school at 8:30 am.

Setting

This study will take place in the special education classroom during the participants 30 minute

reading intervention period. This is a small group setting of 3 students.

Procedure

The first step in the research process will be to define the behaviors to be modified. In this study

the student would take too much time to initiate tasks and would constantly complain. These are

the two behaviors to be changed. Next, collect baseline data of these behaviors. How often are

they occurring over a 30 minute period? Once the baseline data has been collected, introduce the

intervention to the student. Have a conversation with the student to explain what the Marble

Jar is and what they will be working for. Set a day to start the intervention. Once you begin the

intervention, instructional data will be collected using the same checklists used to collect

baseline data. When the student meets the first level on the jar they will choose one extrinsic

rewards from the rewards bag. The student will continue to work for marbles and extrinsic

rewards. Instructional data should continue to be collected for the duration of the study.

Independent Variable

Extrinsic rewards will be used to motivate the student and modify her behavior. A marble jar

will be used to determine when the student has earned a reward. The student will earn a marble
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Modifying Behavior Through Extrinsic Rewards

every time she initiates work in a timely manner (determined by teacher) for example, 1 minute.

She will earn marbles when she does not complain and also for staying on task. The student can

also loose marbles if she fails to initiate a task in the time given or if she complains throughout

the 30 minute lesson. There are different levels designated on the jar. Each time she reaches a

level she will earn an extrinsic reward of her choosing. Rewards include the following: pencil,

notepad, pencil grip, bouncy ball, bracelet, or bean bag.

Dependent Variables:

The student will exhibit more desirable behaviors. She will initiate tasks independently and in a

timely manner. She will stay positive and no longer complain or make excuses. Data will be

collected on the change and growth of these two behaviors.

Data Analysis

Data Collection

Data will be collected through checklists and teacher observation. A checklist with clearly

defined behaviors will be used each day to collect baseline data and instructional data after

the intervention has been implemented. The behaviors to be observed include the following:

time to initiate task (can she beat the timer) and complaints. Every time the student beats the

timer and check will be made, along with every complaint that is made.

Timeline

January 13-31: Literature Review

February 3: Conference with student to explain intervention

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Modifying Behavior Through Extrinsic Rewards

February 4: Begin Marble Jar intervention and extrinsic reward use

February 4-14: Collect data on time it takes for student to get started in lesson and

number of complaints throughout lessons

February 14: Review the first 2 weeks of data; make changes as needed

February 17: Conference with student to see how she is feeling about her progress

February 17-21: Continue use of the intervention and extrinsic rewards

February 24-28: Phase out extrinsic rewards and implement some intrinsic rewards

March 3-7: Data analysis (observation notes in journal, tally sheets, transcript from

student conferences)

March 10-21: Writing results and putting the action research report/paper together

Method for Data Analysis

Instructional data will be collected and compared to baseline data using graphs and

charts. Based on growth or regression it will be determined whether or not the use of

extrinsic rewards was successful in modifying the students behavior.

Increasing Validity

Peer debriefing

The student in this study works with two different teachers during her reading

intervention period: one teacher Monday and Friday, the other Wednesday- Thursday.

The other teacher and I will conference on Tuesdays to debrief about Friday of the
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Modifying Behavior Through Extrinsic Rewards

previous week at that Monday. We will also conference on Thursday afternoons to debrief

about the lessons on Tuesday, Wednesday, and Thursday. This will keep both of us on the

same page. We will be able to compare data and the behaviors we were both observing.

Accurate data recording

The other teacher and I will use the same checklists with the same behaviors clearly

defined. We will know what to look for and what to reinforce. We will reward marbles

and take away marbles for the same behaviors.

Disseminating Results:

Results will first be shared with the student. Its important to show her the growth she has made,

which will hopefully boost her confidence and self-esteem. Results will also be shared with

professionals within the school community. Results of the study could potentially shape others

teaching practices within the school.

References
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Modifying Behavior Through Extrinsic Rewards

Deci, E. L. (1972). Intrinsic motivation, extrinsic reinforcement, and inequity. Journal Of

Personality And Social Psychology, 22(1), 113-120. doi:10.1037/h0032355

DuPaul, G.J., & Eckert, T.L. (1997) The effects of school-based interventions for attention deficit

hyperactivity disorder: a meta-analysis. School Psychology Review, 26, 5-27.

Fields, B. (2012). Getting the balance right: The challenge of balancing praise and correction for

early school years children who exhibit oppositional and defiant behavior. Australasian Journal

Of Early Childhood, 37(4), 24-28.

Guinee, W. (2012). Encouraging classroom participation with empty extrinsic rewards. College

Teaching, 60(2), 83.

Haywood, J., Kuespert, S., Madecky, D., & Nor, A. (2008, December 1). Increasing elementary

and high school student motivation through the use of extrinsic and intrinsic rewards. Online

Submission

Rejholec, T. (2002). An action research on the effects of extrinsic rewards on motivation of

eighth grade language arts students.

Warneken, F., & Tomasello, M. (2008). Extrinsic rewards undermine altruistic tendencies in 20-

month-olds. Developmental Psychology, 44(6), 1785-1788. doi:10.1037/a0013860

Wheatley, R. K., West, R. P., Charlton, C. T., Sanders, R. B., Smith, T. G., & Taylor, M. J.

(2009). Improving behavior through differential reinforcement: a praise note system for

elementary school students. Education And Treatment Of Children, 32(4), 551-571.