Participants were five students in grades 6 and 8, along with their teachers. The three types of assessment methods evaluated were teacher nomination, student nomination, and student on-going stimulus preference assessment. Teacher and student nomination preference assessments were conducted at the beginning of the study, while the on-going assessment represents student preference throughout data collection. Reinforcer assessments were then used to evaluate the effectiveness of stimuli identified during each preference assessment. The three preference assessment methods were compared to determine which method or methods were most useful when identifying reinforcers for secondary level students. Reinforcer assessments consisted of observations of on-task behavior within the classroom. The results demonstrated that secondary general education students and their teachers were successfully able to identify reinforcers. For 2 of the 5 participants, the student on-going preference assessment resulted in slightly higher levels of on-task behavior. Analysis of results, limitations, and indications for future research are discussed.CHAPTER II METHOD Participants and Setting Participants consisted of 5 general education students in grades 6Ul and 8lh and their teachers. The students ... Teacher participation was limited to completion of a reinforcer survey in which they were asked to rank order potential reinforcing stimuli. All five ... Terri was observed during her Social Studies class, while Kathy was observed during Mathematics.
|Title||:||Stimulus Preference Assessment in Secondary General Education: Using Reinforcement to Increase On-task Behavior|
|Author||:||Carrie Ellen Fielder|
|Publisher||:||ProQuest - 2007|