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Long-term effectiveness of brief multiple-stimulus without replacement preference assessments on individualized education plan reading progress of students with severe disabilities.

机译：短期多重刺激的长期有效性（无需替代偏好评估）对重度残疾学生的个性化教育计划阅读进度。

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摘要

To teach operant behaviors to individuals with severe disabilities, stimulus preference assessment (SPA) methods have been developed to accurately identify stimuli that may function as reinforcers. Previous researchers have used multiple-stimulus preference assessments without replacement (MSWO) effectively over a short time period to teach target behaviors to individuals with disabilities. The present study investigated the long-term effects of incorporating brief MSWO preference assessments into the instructional routine for students with severe disabilities on individualized education plan reading goal/objective progress. This was done by investigating the effectiveness of incorporating brief MSWO preference assessments by comparing reading goal progress when a random reinforcer is available, teacher-selected reinforcer is available, or a student-selected reinforcer (via a brief MSWO preference assessment) is available over several weeks for students with severe disabilities in a secondary public school classroom setting.
机译：为了向严重残疾的人传授操作行为，人们开发了刺激偏好评估（SPA）方法，以准确识别可能起到增强作用的刺激。以前的研究人员已在短时间内有效地使用了无替代的多刺激偏好评估（MSWO），以向残疾人教授目标行为。本研究调查了将短期MSWO偏爱评估纳入重度残疾学生的教学常规对个体化教育计划阅读目标/目标进度的长期影响。通过比较当有随机强化剂，教师选择的强化剂或学生选择的强化剂（通过简短的MSWO偏好评估）可用时的阅读目标进度来比较合并简短的MSWO偏好评估的有效性，从而完成了上述任务中学公立学校教室中严重残疾学生的学习时间为数周。

著录项

  • 作者

    Thornton, Heather C.;

  • 作者单位

    Utah State University.;

  • 授予单位 Utah State University.;
  • 学科 Education Special.
  • 学位 M.S.
  • 年度 2008
  • 页码 81 p.
  • 总页数 81
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 特殊教育;
  • 关键词

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