Motivating a child to step outside their comfort zone with food can be one of the most complex challenges in feeding therapy. For families navigating picky eating, the frustration and worry are palpable. A child’s refusal to interact with new foods can disrupt mealtimes, create stress within the family structure, and even pose long-term health concerns. As clinicians, we often encourage low-pressure, exploratory strategies to help children interact with food: playing, preparing meals together, practicing “food rehearsals,” or using tools like an “all done” bowl. But what happens when these strategies don’t work?
Take the example of a client with a very limited food repertoire. While this child doesn’t show signs of sensory aversions—such as gagging, choking, or crying—there’s still a psychological hurdle of “no new foods!” How do we help them over this roadblock? Can extrinsic motivation, such as rewards like toys or stickers, play a role in creating sustainable progress? And can this extrinsic motivation eventually turn into intrinsic motivation?
Research on Extrinsic and Intrinsic Motivation
Research in psychology tells us that extrinsic motivation—doing something to earn a reward or avoid punishment—can be a helpful tool when intrinsic motivation is lacking. While intrinsic motivation (driven by curiosity or internal satisfaction) leads to more sustainable and engaged learning, extrinsic motivation can act as a bridge. Self-Determination Theory (SDT), proposed by Deci and Ryan, explains that external rewards can be useful when structured in a way that promotes autonomy and a sense of competence.
A study published in Frontiers in Psychology (2020) highlights that extrinsic motivators are most effective when paired with opportunities for children to develop autonomy and internalize the behavior. This means the external reward system should not feel like pressure or coercion, but rather, a tool to empower the child to try something new.
Applying Extrinsic Motivation in Feeding Therapy
In feeding therapy, we are often walking a fine line. Pressure-based approaches can backfire, leading to heightened food aversions and stress. However, extrinsic rewards, used thoughtfully, can gently nudge children toward success.
For the client above, we created a reward system using Magnatiles. Each small interaction with food—touching a carrot, biting an apple—earned a Magnatile. Soon, the child could build castles while building confidence at the table. Crucially, this wasn’t framed as “eat this or else.” Instead, the child was given choices: “Which food are you feeling brave enough to touch to your teeth?” They were in control, and the Magnatiles became a celebration of their courage, not a condition for success.
Over time, something magical happens. The child starts to feel more confident, less threatened, and more curious. They might begin to explore new foods without needing the external rewards. Why? Because the experience has shifted from being about earning a toy to being about their own sense of achievement and competence. This is how extrinsic motivation can transform into intrinsic motivation.
Balancing External Rewards and Internal Drive
Here are some guidelines for using extrinsic motivation effectively in feeding therapy:
- Make Mealtimes Rewarding in Themselves: Our goal is to make the entire experience of eating and trying new foods fun and engaging. Mealtime should be filled with laughter, exploration, and positivity. The extrinsic motivators, like toys or games, are simply tools to keep things light and achievable—not the main event.
- Never Use Food as a Reward: It’s tempting to say, “If you eat your broccoli, then you can have cake,” or “For every pea you eat, you get a spoonful of ice cream.” However, this approach will backfire in the long run. Offering dessert foods as a reward communicates that the new food is undesirable and only worth eating to access the “better” food. This undermines the overall goal of feeding therapy but framing certain foods as “good” or “bad.” We should be focusing on increasing the child’s confidence and curiosity about trying new foods.
- Make it Child-Centered: Always offer choices. Let the child decide what they are ready to try. This sense of autonomy reduces pressure and builds confidence.
- Celebrate Progress, Not Perfection: Focus on small steps, like touching, smelling, or licking a food, rather than eating an entire portion.
- Transition Gradually: As the child becomes more comfortable, scale back the rewards and highlight their bravery or curiosity instead. For example, replace “You earned a Magnatile!” with “Wow, you were so brave to try that new food!”
- Focus on Positive Experiences: The goal is to create a positive association with food, not to make rewards the primary motivator.
- Collaborate with the Family: Educate caregivers on how to use similar techniques at home, ensuring consistency and reducing stress.
The Long-Term Impact
This client is now eating carrots, sandwiches, and remaining seated through full meals—something that felt impossible weeks ago. While Magnatiles were the initial motivator, the real reward has become their sense of accomplishment and growing curiosity about food. By meeting this child where they were, we turned what started as extrinsic motivation into something far more sustainable.
As clinicians and caregivers, it’s important to remember that every child’s journey with food is unique. Extrinsic motivation is not a one-size-fits-all solution, but when thoughtfully applied, it can serve as a bridge to intrinsic motivation—paving the way for long-term success at the table.
Deborah Recine MA, CCC-SLP, TSSLD