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Psychology
in
the
Schools
Volume
28,
April
1991
TEACHERS
USE
AND CHILDREN’S PREFERENCES
OF REWARDS IN ELEMENTARY SCHOOL
JOHN
W. FANTUZZO CYNTHIA
A. ROHRBECK
University
of
Pennsylvania
George Washington University
A.
DIRK
HIOHTOWER
AND
WILLIAM
C.
WORK
University
of
Rochester
This
study examined teacher reports of reward
use
and students’ preferences for rewards
across elementary school grades. Forty-eight urban elementary school teachers indicated
which of four basic categories of rewards (edible, tangible, activity, and
social
rewards)
they use in their classrooms and their evaluation of the effectiveness of these rewards
for their age group
of
students. Ninety-eight second through fifth graders randomly
selected to represent the students assigned to these teachers were individually
administered a reward preference survey. Findings
revealed
high reward
use
by teachers.
Children reported a wide variety
of
reward preferences, with no significant gender
or
age differences found. Additionally, there
was
no clear relationship between teacher
use and children’s preferences. Implications for intervention programming are
discussed.
For decades behaviorally oriented school psychologists have been designing and
investigating the effectiveness
of
school-based intervention strategies. These efforts have
produced scores
of
effective strategies to control behavior problems and enhance academic
performance (Sulzer-Azaroff
&
Mayer,
1987).
However, in recent years, the significance
of these achievements has been called into question by the recognition that teachers are
not utilizing this stockpile
of
effective techniques (Witt,
1986).
This realization has resulted
Requests for reprints should be sent to John W. Fantuzzo, Graduate School
of
Education, University
of Pennsylvania, 3700 Walnut Street, Philadelphia, PA 19104-6216.
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