Investigated prosocial behaviors (i.e., helping, sharing) of 37 nonhandicapped and handicapped adolescents in public schools. Found that adolescents with handicaps displayed more prosocial behavior than did nonhandicapped; however, nonhandicapped adolescents perceived themselves as engaging more in prosocial behavior than did handicapped peers. Found that teachers of handicapped adolescents used prosocial teaching style more than teachers of nonhandicapped. (Author/PVV)