Multiple Stimulus Without Replacement Preference Assessment for Students With Emotional and Behavioral Disorders

IF 0.7 4区教育学 Q4 EDUCATION, SPECIAL

Intervention in School and Clinic Pub Date : 2021-10-13 DOI:10.1177/10534512211051075

Jodee Prudente, M. Demchak

引用次数: 1

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.

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情绪和行为障碍学生的多重刺激无替代偏好评估

患有情绪和行为障碍（EBD）的学生通常有基于功能性行为评估的行为支持计划。这篇文章为教育工作者提供了实用的指导方针，用于进行无替代的多重刺激（MSWO）偏好评估，以对与行为干预功能一致的偏好活动进行排序。使用高度偏好的强化剂来减少学生的问题行为可以提高学生的教育效果。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Intervention in School and Clinic EDUCATION, SPECIAL-

CiteScore

1.90

自引率

12.50%

发文量

期刊介绍： Intervention in School and Clinic is practitioner-oriented and designed to provide practical, research-based ideas to educators who work with students with severe learning disabilities and emotional/behavioral problems. Emphasis is placed on strategies and techniques that can be easily implemented in school or clinic settings and address the multifaceted needs of students with severe LD and emotional/behavioral problems. Specifically, articles should target curricular, instructional, social, behavioral, assessment, and vocational strategies and techniques and have direct application to the classroom setting.