Abstract
The present study identified rewards common to both regular and special education classrooms and compared ratings of these reinforcement alternatives between handicapped and nonexceptional students. A 12-item questionnaire assessing the desirability of various rewards identified previously in a pilot study was completed by 72 subjects. Results indicated that ratings by nonexceptional students in regular classroom settings did not differ significantly from those of their handicapped peers in self-contained room placements. Rewards rated as most desirable by both groups were the receipt of good grades and free time privileges for work completion. Results are discussed in terms of programing for the generalization and maintenance of behavior change between special and regular education settings.
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