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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
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
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
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
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
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
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
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
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.
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
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
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,
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
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
February 4-14: Collect data on time it takes for student to get started in lesson and
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 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
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
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.
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
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
References
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Modifying Behavior Through Extrinsic Rewards
DuPaul, G.J., & Eckert, T.L. (1997) The effects of school-based interventions for attention deficit
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
Guinee, W. (2012). Encouraging classroom participation with empty extrinsic rewards. College
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
Warneken, F., & Tomasello, M. (2008). Extrinsic rewards undermine altruistic tendencies in 20-
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