The aim of this study was to observe and discuss the unique challenges and benefits of providing extrinsic and intrinsic motivators in a self-contained special education classroom. Motivators were used in both the whole group and small group setting and were evaluated based on effectiveness due to student response. It is my hope to benefit the field of special education by identifying methods used in the self-contained special education classroom setting, which demonstrated effectiveness by presenting positive behavior changes for students. Examples of each motivational tool are addressed and discussed within the study as well to show how student’s behavior changed in response to particular motivators in a particular setting.
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|School:||Trinity Christian College|
|School Location:||United States -- Illinois|
|Source:||MAI 58/02M(E), Masters Abstracts International|
|Keywords:||Behavior, Extrinsic motivation, Intrinsic motivation, Peer influence, Self-contained special education classroom|
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