Abstract
The purpose of this study was to test the efficacy of rewards and level of aspiration with children classified by a behavior problem checklist. Forty-five junior high age, potential dropout students were classified according to deviant classroom behaviors. They were then tested in several different levels of aspiration and reward treatment combinations. Results showed no differences between classifications of students and no hypothesized differences in the differential effectiveness of level of aspiration and reward for the types of students. The results also showed that setting a high level of aspiration had a significant positive effect.
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