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| Extensions of Reinforcer Identification Procedures to New Populations, Stimuli, and Settings |
| Monday, May 31, 2004 |
| 3:00 PM–4:20 PM |
| Constitution A |
| Area: DDA/AUT; Domain: Applied Research |
| Chair: Thomas S. Higbee (Utah State University) |
| Discussant: James E. Carr (Western Michigan University) |
| Abstract: . |
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| Stimulus Preference Assessment for Students with Mild Disabilities |
| DONALD M. STENHOFF (Utah State University), Thomas S. Higbee (Utah State University), Karen D. Hager (Utah State University) |
| Abstract: Stimulus preference assessment (SPA) techniques have been demonstrated to effectively predict reinforcers in individuals with developmental disabilities. Little research, however, has examined the ability of this technology to predicte reinforcers in students without developmental disabilities that exhibit academic and behavior problems. In the present research, the authors examine the effectiveness of utilizing an SPA procedure for students with emotional and behavioral disorders (E/BD). |
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| Further Examination of a Stimulus Preference Assessment of Olfactory Stimuli |
| KAREN D. HAGER (Utah State University), Thomas S. Higbee (Utah State University), Donald M. Stenhoff (Utah State University) |
| Abstract: Stimulus preference assessment (SPA) techniques have been shown to effectively predict reinforcers. Typically, stimuli used in these assessments have been limited to tangible, edible, or activity reinforcers. The present study builds on the work of Higbee, et. al. (2003) in examining the effectiveness of SPA procedures to evaluate the reinforcing potency of olfactory stimuli. This is important as olfactory stimuli may serve as functional reinforcers for some aberrant behaviors and might also be useful in increasing appropriate behavior. |
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| The Impact of Stimulus Preference Assessment on Academic Progress in Children with Autism |
| THOMAS S. HIGBEE (Utah State University), Kara A. Reagon (Utah State University), Katie Endicott (Utah State University) |
| Abstract: Findings from research demonstrate that Stimulus Preference Assessment (SPA) can be used by practitioners to identify items and activities that motivate children with autism. Investigators in most of these studies, however, have evaluated effects on arbitrary responses in artificial experimental settings. The purpose of the present research is to evaluate the effects of incorporating SPA into ongoing educational programs and measuring its effects on educationally relevant behaviors over an extended period of time. The implications of data from the present study for behavior intervention programs for children with autism will be discussed. |
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