A friend, colleague, and AASR volunteer, Becca Engle, recently shared a story about something that occurred after she gave a presentation at the Texas Autism Conference. Becca is an autistic special education teacher and author. Becca presented a session titled “Beyond Behavior: Rethinking Autism Support in Schools.” In her session, she shared her lived experience as an autistic student who was often poorly understood and inappropriately supported. She shared how she has applied her experience as an autistic student to inform her approach and practices, to create a neurodiversity-affirming and trauma-informed classroom for her students.
In her presentation, Becca discussed her concerns with behaviorism and compliance-based approaches, as well as the problem with rewards. The audience listened intently and seemed to appreciate the opportunity to learn from her lived experience. She received a standing ovation and had several participants who came to thank her following her presentation. However, one individual approached and, without any introduction, said, “I disliked your presentation.” The individual, who was a Board Certified Behavior Analyst (BCBA), then launched into a monologue about how “we” have to use rewards because “they’re just like a paycheck.” He went on to suggest that if we’re not handing out reinforcers like “Skittles at a parade,” we’re sabotaging kids.
So, let’s talk about it. Today, many educators rely on systems of rewards—such as tokens, stickers, or points—to gain student compliance. Of course, we believe that compliance is the wrong goal, but that is a topic for another article. The truth is that rewards or positive reinforcements are a common part of approaches such as Positive Behavioral Interventions and Supports (PBIS), which are prevalent in our schools. Supporters of these systems often draw a parallel between children earning rewards and adults earning paychecks for their jobs. However, this comparison is deeply flawed and ignores the significant differences in power, consent, and long-term impact between these two situations.
The False Equivalence: Rewards vs. Paychecks
As Greg Santucci, a well-known and highly respected occupational therapist, explains, the core difference lies in the dynamics of consent and choice:
- In Schools: Token rewards are imposed unilaterally by adults for control and compliance. Children have no say in this process and cannot opt-out. They cannot choose their teacher, classroom, classmates, or the rules governing their behavior plan. The system is imposed, not negotiated; there is no consent and no collaboration.
- At Work: Paychecks are part of a negotiated contract between adults—paychecks given in exchange for time, skills, and expertise. Employees can choose their jobs, negotiate expectations, and leave if conditions are not acceptable. The relationship is based on mutual consent, collaboration, and autonomy.
“Employment is a social contract. A person provides some service for remuneration. The only thing a fee for service has in common with rewards (as acknowledgments or as incentives) is that they both may involve legal tender. When was the last time you looked at your paycheck and thanked your employer for the reward?” ― Dr. Marvin Marshall
Moreover, the emotional stakes are not the same. A child who is unable to complete a task or assignment because they don’t have the skill, is having a bad day, or is unable to meet the demand for another reason might lose a reward. Often, educators assume that the child is choosing not to complete the task rather than being curious and trying to understand why they are having difficulty with it. A child who loses a reward due to a teacher’s lack of empathy and understanding experiences a loss of dignity and self-worth and is likely to feel anxious. An adult will typically not lose a paycheck because they had a bad day or missed a deadline. A good employer might even become curious and engage the employee to gain a deeper understanding of why they are having difficulty, and offer help and support.
The Dark Side of Rewards
Rewards and paychecks are not the same, but there’s more to this story. While rewards may seem harmless or even beneficial on the surface, a growing body of research highlights the dark side of rewards.
- Loss of Intrinsic Motivation: Studies consistently show that external rewards can undermine children’s natural desire to learn. When rewards are introduced for tasks children might otherwise enjoy, their motivation to engage in those tasks often decreases. Alfie Kohn, a leading expert, argues that “rewards and punishments are two sides of the same coin—both are ways of manipulating behavior, and both can reduce intrinsic motivation”.
- Anxiety and Shame: The use of rewards creates an environment where children feel constantly judged, evaluated, and controlled. This can lead to anxiety, especially for children who struggle to meet expectations. As Connie Persike notes in her series on the dark side of rewards, “Incentives can make students feel anxious, ashamed, or resentful when they fail to earn a reward, or when they see others being rewarded for behaviors they struggle with”.
- Negative Social Dynamics: Reward systems can foster competition and exclusion, pitting students against each other and reinforcing hierarchies based on compliance rather than collaboration.
- Short-Term Compliance, Long-Term Problems: While rewards may produce immediate compliance, they do little to build lasting self-regulation or moral reasoning. In fact, they can teach children to focus on the reward rather than the value of the behavior itself, as highlighted by multiple educational researchers.
“Few readers will be shocked by the news that extrinsic motivators are a poor substitute for genuine interest in what one is doing. What is likely to be far more surprising and disturbing is the further point that rewards, like punishments, actually undermine the intrinsic motivation that promotes optimal performance.” ― Alfie Kohn
Instead of using rewards to control student behavior, in her article “The Dark Side of Rewards,” Connie Persike recommends focusing on fostering intrinsic motivation, promoting growth mindsets, encouraging empathy and compassion, and addressing the root causes of stress behavior. Persike suggests this involves creating a safe and supportive learning environment that encourages risk-taking, learning from mistakes, and collaboration. The key to promoting the long-term success and well-being of students lies in nurturing a sense of intrinsic value and self-worth that is not contingent on external validation. According to Persike, this approach nurtures students’ self-worth, encourages authentic learning, and supports long-term success.
Conclusion
Children earning rewards in schools is fundamentally different than adults earning paychecks. Rewards are imposed without consent, lack reciprocity, and can lead to a host of negative outcomes, including loss of intrinsic motivation, anxiety, and shame. As educators, parents, and advocates, we must challenge the use of such systems and seek approaches that respect children’s autonomy, dignity, and intrinsic desire to learn and grow. Change is hard, but when we know better, we can do better. We know better with rewards; there are better ways.
