Preference and Reinforcer Assessment

El propósito de esta entrevista estructurada es obtener la mayor cantidad de información específica posible de los informantes (p.ej., maestros, padres, cuidadores) en cuanto a lo que ellos creen que serían reforzadores útiles para el estudiante. Este cuestionario explora varias categorías de estímulos (p.ej., visuales, auditivos, etc.). Después de que el informante haya generado una lista de estímulos preferidos, haga preguntas adicionales para obtener información más concreta sobre las preferencias del estudiante y las condiciones de estímulo bajo las que un objeto o actividad tienen mayor preferencia (p.ej., ¿qué tipo de vídeos son sus favoritos? ¿qué hace cuando juega con un espejo? ¿prefiere realizar la actividad estando sola o con otra persona?, etc.)

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Reinforcer Assessment I: Using Problem Behavior to Select Reinforcers

Journal of the Association for Persons with Severe Handicaps ◽

10.1177/154079698901400203 ◽

1989 ◽

Vol 14 (2) ◽

pp. 113-126 ◽

Cited By ~ 41

Author(s):

V. Mark Durand ◽

Daniel B. Crimmins ◽

Marie Caulfield ◽

Jill Taylor

Keyword(s):

Developmental Disabilities ◽

Problem Behavior ◽

Social Attention ◽

Multiple Baseline ◽

Reinforcer Assessment ◽

Alternating Treatments Design ◽

Self Injury ◽

Time Out ◽

Severe Developmental Disabilities ◽

Procedural Time

We tested the hypothesis that knowledge of the variables controlling problem behavior could be used to select reinforcers. Students with severe developmental disabilities who exhibited frequent aggression, self-injury, and/or tantrums participated in the study. One group (N = 7) was assessed to engage in problem behavior maintained by social attention, and the second group (N = 7) was assessed to engage in problem behavior maintained by escape from unpleasant situations. A combined multiple baseline and alternating treatments design demonstrated that (a) praise was a reinforcer for the group with attention-maintained behavior and appeared to serve as a punisher for the students with escape-maintained behavior, (b) a procedural “time-out” was a reinforcer for the latter group, and (c) problem behavior was lowest when students with attention-maintained problem behavior were praised and students with escape-maintained problem behavior received the procedural time-out. This study suggests that stimuli that are functionally related to problem behavior (e.g., social attention, escape from tasks) can be used effectively as reinforcers. These findings further emphasize the need to individually select reinforcers because, for some individuals, a presumably positive consequence such as social praise can serve as a punisher.

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Detrimental Effects of Extrinsic Reinforcement on Intrinsic Motivation: A Post Hoc Examination of Reinforcer Assessment Data

PsycEXTRA Dataset ◽

10.1037/e706972011-001 ◽

2011 ◽

Author(s):

Abbey B. Carreau ◽

Allison Schultz ◽

Iser G. Deleon ◽

Michelle A. Frank-Crawford

Keyword(s):

Intrinsic Motivation ◽

Reinforcer Assessment ◽

Assessment Data ◽

Post Hoc ◽

Extrinsic Reinforcement

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