📄 Abstract
The study examined teachers' perceptions of the use of reward systems as a teaching approach for children with autism in special education classrooms. The study explored teachers' views on the role and importance of reward systems; the strategies they use to promote positive behavior; the factors they consider when selecting rewards; the challenges they experience during implementation; and the perceived effects of reward systems on learners’ behavioral, social, and emotional development. The study adopted a qualitative phenomenological design and collected teachers' lived experiences using semi-structured interviews, with the data processed thematically. It was found that teachers perceived reward systems as useful tools that helped promote positive behavior, engagement, self-motivation, and independence. Reinforcement practice depended upon the suitability and individual suitability of students' talents, capabilities, skills, developmental stages, behavioral targets, and sensory preferences. Teachers reported using various forms of reinforcement (e.g., behavior-specific praise, verbal affirmation, physical objects, tangible, token, and privilege rewards, sensory stimuli) in the routines and targeted behavior. Choosing the type of reward used was the product of student observation, assessment, student choice, discussions with parents and relevant support staff, prevailing circumstances, and legal and policy constraints. The limitations teachers experienced in providing individualized reinforcers were: maintenance of consistency, student Awareness of the reward, fairness, resourcefulness, learner generalization, and student peer attitudes toward the reward. Teachers responded to this by teaching specific standards, establishing and regulating routines, performing observations, collaborating, and improving practice. The majority of reviewers regarded incentive systems as advantageous for social-emotional growth because they promote social engagement, confidence-building, self-control, and self-reliance, which eventually lead to intrinsic drive. From these findings, our study has identified and developed an adaptable data-driven model for designing and modifying individual reward systems: the C.A.R.E. Loop Model. They also advocate for continued professional growth, continuous assessment, ongoing communication, and the use of mixed methodologies to investigate subjective opinions alongside systematic behavioral assessment.
🏷️ Keywords
📚 How to Cite:
Clarisse G. Palacio, Melinda F. Marquez, PhD, PDP-TQM , TEACHERS' PERSPECTIVES ON THE USE OF REWARD SYSTEMS AS A TEACHING STRATEGY FOR CHILDREN WITH SPECIAL NEEDS , Volume 12 , Issue 9, September 2026, EPRA International Journal of Multidisciplinary Research (IJMR) , Pages: 173 - 178 ,