Multiple Stimulus without Replacement Preference Assessment for Students with Emotional and Behavioral Disorders

Autor/inn/en	Prudente, Jodee A.; Demchak, MaryAnn
Titel	Multiple Stimulus without Replacement Preference Assessment for Students with Emotional and Behavioral Disorders
Quelle	In: Intervention in School and Clinic, 58 (2022) 2, S.124-128 (5 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Demchak, MaryAnn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/10534512211051075
Schlagwörter	Leitfaden; Unterricht; Lehrer; Emotional Disturbances; Behavior Disorders; Rewards; Stimuli; Preferences; Evaluation; Behavior Modification; Intervention; Reinforcement; Positive Behavior Supports; Students with Disabilities + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Gefühlsstörung; Reward; Belohnung; Anreizsystem; Evaluierung; Behaviour modification; Verhaltensänderung; Positive Verstärkung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung
Abstract	Students with emotional and behavioral disorders (EBD) generally have behavior support plans that are based on a functional behavioral assessment. This article provides educators practical guidelines for conducting a "multiple stimulus without replacement" (MSWO) preference assessment to rank order preferred activities that will align with the function of behavior for use in behavioral interventions. The use of highly preferred reinforcers to reduce student problem behaviors can enhance educational outcomes for the student. (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