What Does Amy Like? Using a Mini-Reinforcer Assessment to Increase Student Participation in Instructional Activities

Abstract

Get full access to this article

View all access options for this article.

References

Datilla

(1986). Computerized assessment of preference for severely handicapped individuals. Journal of Applied Behavior Analysis, 19, 445–448.

Dyer

K. I.

(1987). The competition of autistic stereotyped behavior with usual and specially assessed reinforces, Research in Developmental Disabilities, 8, 607–626.

Egel

A. L.

(1981). Reinforcer variation. Implications for motivating developmentally disabled children. Journal of Applied Behavior Analysts. 14, 345–350.

Greene

C. W.

Reid

D. H.

While

L. K.

Halford

R. C.

Brittain

D. P.

, & Gardner

S. M.

(1988). Identifying reinforcers for persons with profound handicaps: Staff opinion versus systematic assessment of preferences. Journal of Applied Behavior Analysis. 21, 32–43.

Holvoet

Guess

Mulligan

, & Brown

(1980). The Individualized Curriculum Sequencing model (III): A teaching strategy for severely handicapped students. Journal of the Association for the Severely Handicapped, 5, 337–351.

Mason

S. A.

McGee

G. G.

Farmer-Dougan

, & Risley

T. R.

(1989). A practical strategy for ongoing reinforcer assessment. Journal of Applied Behavior Analysis, 22, 171–179.

Pace

G. M.

Ivaucic

M. T.

Edwards

C. L.

Iwata

B. A.

, & Page

T. J.

(1985). Assessment of stimulus preference and reinforcer value with profoundly retarded individuals, Journal of Applied Behavior Analysis, 18, 249–255.

Rincover

A. S.

Newsum

C. D.

(1985) The relative motivational properties of sensory and edible reinforcers in teaching autistic children. Journal of Applied Behavior Analysis. 18, 237–248.

Wacker

D. P.

Berg

W. K.

Wiggins

Muldoon

, & Cavanaugh

(1985). Evaluation of reinforces preferences for profoundly handicapped students. Journal of Applied Behavior Analysts. 18, 173–178.