How Reward-Based Systems Fail Autistic Students

Behavior plans that rely on rewards and point systems are common in schools. The idea is that by offering incentives, students will perform the desired behaviors such as sitting quietly, following the rules, or staying on task. However, these incentives are often ineffective, and sometimes harmful for neurodivergent students, specifically autistic students.

Why Don’t Reward Systems Work for Everyone?

Neurodivergent students have different needs from neurotypical students, but traditional behavior systems do not take those differences into account. For example, a student who is overwhelmed by noise may be labeled as disruptive or disrespectful for covering their ears or leaving the room. A student who cannot start an assignment may be seen as defiant rather than struggling with executive functioning. 

When autistic students exhibit behaviors like avoidance or noncompliance, those behaviors are typically responses to unmet needs rather than unwillingness to cooperate. Those needs can range from sensory overwhelm to executive functioning challenges, but without the proper understanding of students’ needs, the resulting behaviors are viewed as acting out or attention-seeking.

Reward systems tend to focus on immediate results without addressing the root causes of the behavior. Eventually, these systems can teach students to disconnect from their own needs, mask distress, or view relationships as transactional. Even when these systems appear to work on the surface, they can backfire in the long run. Students who learn to ignore sensory needs or emotional distress in exchange for rewards are not learning emotional regulation. They’re learning how to suppress.

3 Real-World Examples of How Reward Systems Fail Autistic Students

Let’s look at a few common scenarios seen in schools, how reward systems impact them, and neurodiversity-affirming alternatives to offer support in ways that respect student needs. For more detailed strategies, check out Social Cipher’s edWebinar, “MTSS for Autistic Students.”

1. The Hyperactive Student

This student struggles to stay still. Even with medication, they require movement like pacing or fidgeting to focus. For some students, sitting still can be physically painful. A reward system that rewards students for sitting for fifteen minutes in exchange for points sets this student up to fail. When the student moves, they lose the reward and can become further dysregulated. 

On the other hand, if the student does sit still for fifteen minutes and earn the reward, it’s at the expense of their focus and mental and physical well-being. Pacing and fidgeting can be a distraction to other students, especially those with competing sensory needs, so it’s important to spend time understanding students’ needs and different ways to address them. Neurodiversity-affirming ways to address hyperactive behavior include:

• Offering flexible seating like balance balls
• Designating space for the student to move around
• Providing quiet fidget tools 
• Incorporating movement breaks throughout the day
• Using standing desks 
• Assigning movement-based jobs or classroom roles like passing out papers

2) The Student Who Masks

“Masking” refers to the act of suppressing natural behaviors, emotions,or responses to meet external expectations. It’s especially prevalent amongst neurodivergent girls who may go undiagnosed or may feel societal pressure to blend in. A student who masks will push through distress to meet classroom expectations. Over time, the effort to suppress discomfort can result in after-school restraint collapse, when a person experiences a flood of emotions and behaviors at home once it feels safe to release them. This is often the case when families report seeing completely different behaviors at home compared to what teachers observe. Masking can also condition the student to associate school with anxiety. Because the student is good at masking, their struggle often goes unnoticed.

While masking typically does not impact others, reward systems incentivize students to mask. This can be emotionally harmful to students who appear fine on the outside but are struggling on the inside. A neurodiversity-affirming approach could involve creating spaces where students feel physically, mentally, and emotionally safe. This can include:

• Building trusting relationships where students don’t feel like they have to perform to be accepted
• Making sensory tools and spaces accessible to everyone without needing permission
• Allowing alternative communication methods like writing or using visuals
• Checking in regularly with students who demonstrate “positive” behaviors to truly understand how they feel
• Avoiding public praise that focuses on compliance and instead praising effort, creativity, and self-awareness
• Facilitating lessons that celebrate differences and individuality

3) The Student Who Doesn’t Engage

This student may seem uninterested in school and relationships. They may not have any consistent, trusting connections with adults and do not see the value in following rules or participating. A behavior plan may lead to short-term compliance, but it does not address the underlying reason for the lack of connection or purpose. When rewards disappear, so does the motivation. Neurodiversity-affirming strategies to support this student include:

• Assigning a consistent adult mentor for frequent check-ins
• Incorporating student interests into lessons and activities
• Asking for their input on goals, assignments, etc.
• Offering opportunities to build relationships through shared experiences (like school clubs) rather than forced interaction
• Provide choices on how to complete assignments and participate in class
• Encouraging students to share their perspective and ideas in low-pressure ways (like journaling or in small groups)

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When students are encouraged to be open about their needs and supported in ways that honor those needs, it lays the foundation for long-term growth and well-being instead of short-term compliance.

Tools like Ava by Social Cipher help students strengthen skills like emotional regulation, perspective-taking, self-awareness, and communication. By supporting students in strengthening these skills, students learn how to handle their emotions and advocate for their needs in healthy ways, resulting in improved behavior and more meaningful relationships with staff and peers.

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Sources

Marschall, Amy. “Suppressing Emotions or Behaviors? You Might Be Masking.” Link

Social Cipher Team. “MTSS Interventions for Autistic Students.” Link

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