Introduction: When Rewards No Longer Work
September: Lucas, a student with ADHD, is motivated by the point system. Each point = one star. 10 stars = one privilege. It works well for 3 weeks.
October: Lucas starts to get tired of it. He asks: “How many stars if I do this?” Everything becomes negotiable.
November: Lucas only works for the stars. Without a promised star, he does nothing. “If I don’t get a star, why would I do it?”
December: Even with the stars, Lucas is no longer motivated. He accumulates stars without really working. The system is broken.
The problem? Short-term external rewards create dependency and kill intrinsic motivation.
Lucas no longer works to learn, understand, or progress. He works for the external carrot. And when the carrot is no longer attractive, he stops working altogether.
This is the classic trap of poorly designed positive reinforcement.
For students with DYS disorders and ADHD, who face failure and difficulty daily, motivation is a constant struggle. They NEED encouragement. But not just any kind.
The solution? INTELLIGENT positive reinforcement: that develops intrinsic motivation, values effort and progress, and lasts over time.
In this article, we will explore how to sustainably motivate students with DYS disorders and ADHD: understanding the different types of motivation, designing an effective reinforcement system, avoiding pitfalls, and using constructive feedback. Concrete, scientific, sustainable. Ready to transform your students’ motivation? Let’s go!
Understanding Motivation: Intrinsic vs Extrinsic
The Two Types of Motivation
EXTRINSIC MOTIVATION:
Doing something to obtain an external reward OR to avoid punishment.
Examples:
- “I work to earn points”
- “I do my homework to avoid punishment”
- “I behave well to get a sticker”
- Depends on an external stimulus
- Effective in the SHORT TERM
- Risk of dependency
- Disappears when the reward disappears
- “I love reading stories”
- “I do this puzzle because it’s fun”
- “I learn fractions because I want to understand”
- Independent of external rewards
- Sustainable and autonomous
- Associated with the pleasure of learning
- Promotes deep learning
- Group A: They draw LESS than before, and only if there is a reward.
- Group B: They continue to draw as much, for pleasure.
- Years of failures = loss of the pleasure of learning
- Disproportionate efforts = fatigue and discouragement
- Need for immediate gratification (ADHD)
- The student thinks their intelligence is fixed
- Fear of failure (to avoid appearing “not smart”)
- Avoids challenges (risk of revealing they are not that smart)
- Wait for a distant reward
- Link a present effort to a future benefit
- 5 min of educational COCO game
- Be responsible for distributing notebooks
- Choose an activity
- 5 min of extra break
- Immediate reinforcement (token given within seconds)
- Visual (the student sees their tokens accumulating)
- Quickly achievable (5 tokens = a few hours, not 3 weeks)
- “You tried to stay focused, you didn’t succeed all the time, but you made an effort. Here is 1 token.”
- 🎮 “5 extra minutes of COCO”
- 📚 “Choose the reading book for read-aloud”
- 🖍️ “Use special markers”
- 👨🏫 “Be the teacher’s assistant”
- ⏰ “10 minutes of free time”
- Playful (card collection)
- Visually appealing
- The student CHOOSES the privilege they want
- Tokens given frequently
- Multiple positive feedbacks per day
- Easy-to-reach goals
- Tokens given less frequently
- Increase the number of tokens needed for a privilege
- More ambitious goals
- “What did you succeed at the most today?”
- “What are you proud of?”
- “What did you learn new?”
- Value EFFORT, not the result: “You worked hard” rather than “You are smart”
- Celebrate PROGRESS: “You are making progress!” rather than “You are not at the level yet”
- Ask open questions: “What did you learn today?” rather than “What grade did you get?”
- Show interest in LEARNING: “Tell me what you learned about fractions” rather than “Did you finish your homework?”
- Comparing to others: “Your cousin got 18/20”
- Criticizing mistakes: “Another mistake, you are not paying attention!”
- Putting pressure: “If you don’t get 15/20, you are punished”
- Doing the homework for the child
- Science of motivation
- Positive reinforcement systems
- Development of intrinsic motivation
- Management of DYS/ADHD students
- COCO THINKS and COCO MOVES Program – Intrinsic motivation through play
- Training: Supporting students with learning disorders
- Training: DYS disorders: identify and adapt
Characteristics:
INTRINSIC MOTIVATION:
Doing something because it is interesting, enjoyable, or satisfying in itself.
Examples:
Characteristics:
The Reward Paradox (Overjustification Effect)
Classic Study (Lepper, 1973):
Group A: Children who love to draw. They are given a reward if they draw.
Group B: Children who love to draw. No reward.
Result after several weeks:
Conclusion: The external reward DESTROYED intrinsic motivation!
Mechanism:
Before: “I draw because I love it” (intrinsic)
After reward: “I draw for the reward” (extrinsic)
When the reward disappears: “Why draw then?”
→ Rewards transform a pleasurable activity into “work”.
Goal: Develop Intrinsic Motivation
For students with DYS disorders/ADHD, this is difficult because:
But it is ESSENTIAL for sustainable motivation.
Principle 1: Value EFFORT and PROGRESS, not the result
The Problem with Valuing Results
Common Mistake:
“Well done, you got 18/20, you are smart!”
Consequence:
Carol Dweck’s Study:
Children praised for their intelligence perform WORSE in the long term than those praised for their efforts.
The Solution: Value Effort
Instead of: “Well done, you are smart!”
Say: “Well done, you made an effort, you worked hard, and it pays off!”
Examples of effort-oriented feedback:
“✅ You reread your text 3 times to correct your mistakes, well done for this rigor!”
“✅ You persevered on this difficult problem, you didn’t give up, that’s great!”
“✅ You used your cheat sheet to help you, that’s an excellent strategy!”
“✅ You asked for help when you didn’t understand, that’s very clever!”
→ Value the PROCESS, not the final result.
Value PROGRESS
Compare the student to THEMSELVES, not to others.
❌ Bad: “Tom got 15/20, you only got 10/20.”
✅ Good: “Last time, you had 6/20. Today, you have 10/20. You have improved by 4 points! Well done, your efforts are paying off!”
Keep a progress diary:
📈 MY PROGRESS DIARY
“`
SKILL: Read a 10-line text
September: I read in 8 minutes, with many errors
October: I read in 6 minutes, with fewer errors
November: I read in 5 minutes, with few errors
December: I read in 4 minutes, almost without error
🎯 MY PROGRESS: I have halved my time!
“`
→ Concrete visibility of progress = motivation!
Principle 2: Immediate and specific reinforcement
Why immediacy is crucial (ADHD)
ADHD students have a deficit in the executive function “anticipation-reward”.
They struggle to:
Consequence:
“Work hard now to get a good grade in 2 weeks” = does NOT work.
Solution:
Immediate (or almost immediate) reinforcement.
Immediate reinforcement
Instead of: “If you are good all week, you will have a privilege on Friday.”
Do: “There, you worked well for 10 minutes focused. Well done! You can choose a bonus activity for the next 5 minutes.”
→ Reinforcement in the seconds/minutes following the behavior.
Specific reinforcement
Avoid vague feedback:
❌ “Good.”
❌ “Well done.”
❌ “Keep it up.”
Prefer PRECISE feedback:
✅ “Well done Lucas, you stayed focused on your exercise for 10 minutes without getting up. That’s a great progress!”
✅ “Emma, you reread your sentence to check that there was a capital letter and a period. Excellent strategy!”
✅ “Tom, you raised your hand instead of speaking without permission. Thank you, that’s exactly what I expected!”
→ The student knows EXACTLY which behavior is valued.
Principle 3: Reinforcement system adapted to DYS/ADHD
The elements of a good system
1. VISUAL
Students MUST see their progress.
2. IMMEDIATE
Feedback in seconds/minutes.
3. GRADUAL
Quickly achievable goals (not in 3 months).
4. EMPOWERING
The student manages their system (self-assessment).
5. DETACHABLE
Possibility to gradually reduce external reinforcements.
System 1: The visual tracking board
Principle: Individual board with daily checkable goals.
Example for Lucas (ADHD):
“`
📋 MY GOALS FOR THE DAY
☐ Stay seated during mental math (10 min)
☐ Finish my 5 math exercises
☐ Raise my hand to speak
☐ Tidy up my materials at the end of the day
✅ = Succeeded
⚠️ = Almost
❌ = To improve
“`
At the end of the day: Lucas and you fill out the board together.
If 3/4 goals achieved: “Great day Lucas! You succeeded in 3 out of 4 goals. Tomorrow, you will try to succeed in 4!”
Reinforcement: Verbal congratulations + “Champion of the day” sticker
System 2: Behavior tokens
Principle: The student earns tokens immediately after a positive behavior.
How it works:
Lucas does 10 minutes of focused work → You give him 1 token
5 tokens accumulated = 1 privilege of choice:
Advantages:
IMPORTANT: Tokens value EFFORT, not perfection.
System 3: The “personal challenge”
Principle: The student sets ONE challenge for the day/week and works on it.
Example for Emma (dyslexic):
MONDAY:
“Emma, choose ONE challenge for today.”
Emma: “I will try to read 5 pages of my book.”
At the end of the day:
“Emma, did you succeed in your challenge?”
Emma: “Yes! I read 6 pages!”
You: “Well done! You exceeded your challenge. Are you proud of yourself?”
→ Self-assessment, personal pride, enhanced intrinsic motivation.
System 4: The “power cards”
Principle: When the student accumulates X efforts/progress, they earn a “power card” (privilege).
Examples of power cards:
Advantages:
Principle 4: Transition to autonomy
The danger of dependence on rewards
If external rewards are maintained INDEFINITELY:
→ The student works ONLY for the reward
→ No development of intrinsic motivation
Goal: Use external reinforcements as a SPRINGBOARD to autonomy.
Phase 1: Dense reinforcement (3-4 weeks)
At the beginning, reinforce OFTEN.
Objective: Create a positive dynamic, restore confidence.
Phase 2: Spaced reinforcement (1-2 months)
Gradually, space out the reinforcements.
Objective: The student gets used to working without constant reinforcement.
Phase 3: Intrinsic reinforcement (long term)
Replace external rewards with feedback focused on personal pride.
Instead of: “You earned 5 tokens, here is your privilege.”
Say: “You managed to stay focused for 20 minutes straight. How do you feel? Are you proud of yourself?”
Help the student identify their own successes and take satisfaction from them.
Statements to cultivate intrinsic pride:
→ The student learns to congratulate themselves.
Principle 5: Avoid the pitfalls of reinforcement
Trap 1: Rewarding EVERYTHING
Error: “Well done, you tied your shoelaces! Well done, you opened your notebook! Well done, you are breathing!”
Consequence: Inflation of rewards → loss of value.
Solution: Reward SIGNIFICANT EFFORTS and PROGRESS. Not basic expected actions.
Trap 2: Comparing to others
Error: “Tom got 18/20 and you got 10/20. Tom earned more tokens than you.”
Consequence: Feeling of injustice, discouragement, toxic comparison.
Solution: Each student progresses at THEIR own pace. Compare them to THEMSELVES.
Trap 3: Punishing failure
Error: “You didn’t achieve your goal, you lose 2 tokens.”
Consequence: Fear of failure, anxiety, avoidance.
Solution: No punishment. If the goal is not met, analyze why and adjust. “Maybe it wasn’t the right time. We’ll try again tomorrow with a slightly easier goal.”
Trap 4: Reinforcements too distant
Error: “If you are good for 3 weeks, you will get a privilege.”
Consequence: The ADHD student cannot wait 3 weeks. They give up.
Solution: Quick reinforcements. Maximum a few days.
Trap 5: Ignoring unsuccessful efforts
Error: Only valuing complete successes.
Consequence: Discouragement. “I never succeed.”
Solution: Also value attempts, even failed ones. “You tried, that’s already great. We’ll see how to do better next time.”
The COCO program: integrated intrinsic motivation
The COCO THINKS and COCO MOVES program is designed to develop intrinsic motivation.
How COCO promotes intrinsic motivation:
1. Playful format
COCO is an educational GAME. Children play because it is fun, not for an external reward.
2. Integrated positive reinforcement
Constant encouragement: “Well done!”, “Great!”, “Keep going!”
→ Immediate feedback in the game.
3. Automatic level adjustment
The game adjusts. Always in the “optimal challenge zone” (neither too easy nor too hard).
→ The child is engaged, motivated.
4. Automatic active breaks
Every 15 minutes, sports break.
→ Manages attention (ADHD) + associates learning with movement (natural positive reinforcement).
5. Sense of progression
The child sees their scores increase, their successes accumulate.
→ Intrinsic pride.
6. No competition
Everyone plays at their level. No comparison to others.
→ Personal motivation, not social.
Recommended use:
COCO sessions 3 times a week, 15-20 minutes. Students are MOTIVATED by the game itself, not by an external reward promised afterwards.
Statements to ban / Statements to favor
❌ TO BAN
“You are smart.”
→ Fixes intelligence as an innate characteristic.
“That was easy, wasn’t it?”
→ If the student found it difficult, they feel worthless.
“Why aren’t you like Tom?”
→ Destructive comparison.
“You never make an effort.”
→ Negative global judgment.
“If you don’t work, you will get nothing.”
→ Threat, motivation by fear.
✅ TO PRIORITIZE
“You made an effort, and it shows in your progress.”
→ Value the effort and the effort-result link.
“It was difficult, and you persevered. Well done!”
→ Value perseverance in the face of difficulty.
“You are making progress! Last time, you struggled with this, and now you are succeeding!”
→ Highlight personal progress.
“What did you learn today?”
→ Encourage reflection on learning.
“How do you feel after achieving this?”
→ Help identify intrinsic pride.
Involving parents in positive reinforcement
Document for parents
📚 HOW TO ENCOURAGE YOUR CHILD AT HOME
✅ TO DO:
❌ TO AVOID:
Positive communication notebook
Principle: A notebook where ONLY PROGRESS and SUCCESSES are noted (not difficulties).
Every day, you write:
“Today, Emma managed to read a 10-line text without help. Well done Emma!”
The parents respond:
“Great Emma! We are proud of you. We read a story together tonight to continue making progress.”
→ Positive school-family communication, reinforces motivation.
Training in effective positive reinforcement
Training: Supporting students with learning disorders
This training covers:
Training: DYS disorders: identify and adapt
Testimonials: When motivation returns
Martin, CM1 teacher
“Lucas was only motivated by good points, and even that stopped working. I changed my strategy: I now value his EFFORTS, not just the results. I show him his PROGRESS in a notebook. Result: Lucas now works because he WANTS to progress, not for the carrot. It’s amazing!”
Parents of Lucas, ADHD
“We put enormous pressure on Lucas to get good grades. His teacher explained to us that we should value efforts and progress, not performance. We changed our discourse. Lucas is much more motivated and happy!”
Emma, 10 years old, dyslexic
“Before, I thought I was useless because I had bad grades. Now, my teacher shows me my progress in my notebook. I see that I am reading better and better! It makes me want to continue!”
Action plan: Build sustainable motivation in 8 weeks
Week 1-2: Dense reinforcement system
Set up a token system or tracking chart. Reinforce often, easy goals.
Week 3-4: Feedback focused on effort
Every day, give at least 3 specific feedbacks valuing effort, not the result.
Week 5-6: Progress notebook
Create a progress notebook for each DYS/ADHD student. Fill it out together each week.
Week 7: Space out reinforcements
Gradually reduce tokens. Increase the threshold for privileges.
Week 8: Cultivate intrinsic pride
Ask every day: “What are you proud of today?” Help the student identify their own successes.
Conclusion: Lasting motivation, established success
Motivation is not a fixed personality trait. It is a skill that develops.
The 5 principles for sustainable motivation:
1. Value EFFORT and PROGRESS, not the result
2. IMMEDIATE and SPECIFIC reinforcement
3. VISUAL and PROGRESSIVE reinforcement system
4. Transition to AUTONOMY
5. Cultivate INTRINSIC PRIDE
The goal is not to “reward” students for working. The goal is to help them REGAIN the pleasure of learning, the pride of progressing, the satisfaction of overcoming challenges.
Lucas should not work for tokens. He should work because he WANTS to progress, because he is PROUD of his efforts, because he SEES that he is advancing.
So, ready to transform your students’ motivation? Start this week: value ONE specific effort. Create ONE progress notebook. Ask ONE question about pride. Watch the sparks return to their eyes.
Because motivating is not manipulating. It is liberating!
—
Resources for further exploration:
Sustainable motivation: valued efforts + visible progress + intrinsic pride = thriving students!
