A Comparative Analysis of Verbal Versus Combined Verbal–Tangible Reinforcement for Students With Behavioural Difficulties

ABSTRACT This study compared combined verbal–tangible reinforcement (VT) versus verbal reinforcement alone (V) for students with behavioural difficulties. Twelve fourth‐grade students from a specialized behavioural school participated in both interventions during separate 6‐week periods. Students were predominantly male with diagnoses, including ADHD, ODD, conduct disorder and learning disabilities. Nine behavioural domains were assessed using a standardized questionnaire. Results showed superior efficacy of VT in seven domains, with strongest effects in frustration management and reduced disruptive behaviour. Smooth transitions and appropriate sitting also showed significant improvements. Material management and hand raising showed no significant differences between conditions. Social validity assessment revealed that both teachers and students preferred the VT approach, with students reporting tangible reinforcers were ‘more helpful’ and ‘easier to remember what to do’. These findings suggest integrating tangible with verbal reinforcement enhances behavioural outcomes in special education settings, with particular benefits for emotional regulation and classroom conduct. The study contributes to the growing evidence supporting multimodal behavioural interventions in special education and highlights the importance of concrete, immediate feedback for students with behavioural challenges. Implications for classroom practice include recommendations for systematic implementation of combined reinforcement strategies to optimize student outcomes.