One of the most controversial issues in behavior management has been the use of rewards to motivate and teach students to follow classroom rules and routines and to complete academic assignments. This article presents and compares current research practices surrounding the use of rewards. A motivational model emerges from several research studies and meta-analyses, providing teachers with an opportunity to view the use of extrinsic rewards in the context of special needs learners to build intrinsic motivation. Teachers' use of praise as the focal point to multiple rewards and students' need for equity are also discussed.
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