Assessing Preference for Activities and Instructional Contexts

Autor/inn/en	Vargo, Kristina K.; Loflin, Lindsey J.
Titel	Assessing Preference for Activities and Instructional Contexts
Quelle	In: Intervention in School and Clinic, 58 (2022) 1, S.31-38 (8 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Loflin, Lindsey J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/10534512211047575
Schlagwörter	Autism Spectrum Disorders; Evaluation Methods; Preferences; Learning Activities; Educational Environment; Students + Suchen Sie Ihr Suchwort? Autism; Autismus; Lernaktivität; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Student; Schüler; Schülerin; Studentin
Abstract	Many teachers of students with autism spectrum disorder (ASD) are familiar with traditional preference assessment methodologies to identify high-preferred items. Traditional preference assessments are valuable; however, they may not be appropriate when identifying preferences for some educational activities and instructional contexts. The concurrent-chains preference assessment (CCPA) is a preference assessment variation that has been effectively used with students with ASD to identify preferred and nonpreferred activities and contexts. This article introduces teachers to the CCPA and discusses its utility and applications for students with ASD, as well as recommendations for effective implementation. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01