ERIC Number: EJ1070171
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 75
Choice-Based Stimulus Preference Assessment for Children with or At-Risk for Emotional Disturbance in Educational Settings
King, Seth A.; Kostewicz, Douglas E.
Education and Treatment of Children, v37 n3 p531-558 2014
Students with or at-risk for emotional disturbance (ED) frequently receive interventions that include a direct manipulation of consequences. The ability of educators to identify reinforcing stimuli that may function as powerful consequences determines the success of reinforcement-based strategies. Choice-based stimulus preference assessments provide a systematic means of identifying potential reinforcers that have been well researched with children and adults with severe disabilities. However, research concerning the effectiveness of choice-based stimulus preference assessments for students with ED remains limited. Therefore, the current literature review examines the experimental context and effectiveness of choice-based stimulus preference assessments in identifying reinforcers for students with ED in educational settings and the advantages of these procedures over preference surveys. While reinforcers identified through choice-stimulus preference assessment increased the target behaviors of the participants, choice-based preference assessment methods did not unequivocally improve upon preference surveys. Implications for practitioners and future research directions are discussed.
Descriptors: Mental Retardation, Developmental Disabilities, Emotional Disturbances, At Risk Students, Children, Stimuli, Preferences, Reinforcement, Functional Behavioral Assessment, Literature Reviews
West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site: http://www.wvupress.com/index.php
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: N/A
Authoring Institution: N/A