Best Practices for Assessing Communication Skills Prior to Preference Assessments for Students with Severe Developmental Disabilities. EBP Briefs. Volume 9, Issue 3

Autor/inn/en	Boesch, Miriam C.; Da Fonte, M. Alexandra
Institution	Pearson
Titel	Best Practices for Assessing Communication Skills Prior to Preference Assessments for Students with Severe Developmental Disabilities. EBP Briefs. Volume 9, Issue 3
Quelle	(2014), (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Best Practices; Communication Skills; Severe Disabilities; Developmental Disabilities; Literature Reviews; Preferences; Stimuli; Research Methodology; Evaluation Methods + Suchen Sie Ihr Suchwort? Kommunikationsstil; Severe disability; Schwerbehinderung; Entwicklungsstörung; Anreizsystem; Research method; Forschungsmethode
Abstract	Clinical Question: Should practitioners conduct a formal or informal communication assessment prior to completing a preference assessment to accurately identify preferences for students with severe developmental disabilities? Method: Systematic Literature Review. Sources: Cumulative Index of Nursing and Allied Health Literature (CINAHL), Educational Resources Information Clearinghouse (ERIC), ProQuest, PsycINFO. Search Terms: preference assessment, reinforcer assessment, severe disabilities, special education. Number of Studies Included: 10. Primary Results: Based on the data reported in the studies, providers effectively identified students' preferred stimuli during preference assessments whether the participants' communication skills were formally or informally evaluated. However, it is important to note that 9 out of the 10 studies were rated as weak due to a lack of included information and/or methodological flaws. Conclusions: Current evidence suggests that both formal and informal communication skills are effective in supporting outcomes of preference assessments; however, the methodological flaws in the studies raise many questions on the validity of study findings. In light of these research findings, practitioners should continue making assessment decisions based on professional judgment and individual student needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01