Comparing Methods of Identifying Reinforcing Stimuli in School Consultation

Autor/inn/en	Damon, Sharon; Riley-Tillman, T. Chris; Fiorello, Catherine
Titel	Comparing Methods of Identifying Reinforcing Stimuli in School Consultation
Quelle	In: Journal of Educational & Psychological Consultation, 18 (2008) 1, S.31-53 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-4412
Schlagwörter	Stimuli; Student Behavior; Reinforcement; Intervention; Outcomes of Treatment; Consultants; Consultation Programs; Classroom Observation Techniques; Convergent Thinking; Evaluation Methods; Program Validation; Disability Identification; Educational Psychology + Suchen Sie Ihr Suchwort? Anreizsystem; Student behaviour; Schülerverhalten; Positive Verstärkung; Consultant; Berater; Fachberatung; Erziehungspsychologie; Pädagogische Psychologie
Abstract	Reinforcement-based interventions, the most frequently used treatments for school-age children, rely on accurately identifying stimuli that will serve to reinforce appropriate classroom behavior. Research has consistently demonstrated that the results from a forced-choice pairing procedure are the best predictors of reinforcing stimuli. Interestingly, systematic evaluation of potential reinforcers is rarely implemented in the school consultation setting. Considering the importance of the reinforcer on reinforcement-based interventions, and the literature focusing on the significance of the selection procedure on accurately identifying a reinforcer, this is concerning. The purpose of these two studies was to examine the effectiveness of identifying reinforcing stimuli for students in the consultation setting using two different methods: stimulus forced-choice and asking the teacher to identify potential reinforcers. The effectiveness of the selected stimuli as reinforcers was studied on two student outcomes: academic production and on-task behavior. The results of the two studies suggested that the reinforcers selected using a forced-choice procedure were more effective than the reinforcers selected from a teacher-identification procedure. Further, results indicated that although stimuli derived from both reinforcer assessment methods were useful at increasing rates of desired behavior, stimuli derived from the forced-choice reinforcer assessment were more consistently effective. (Contains 4 figures and 2 tables.) (Author).
Anmerkungen	Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10