%0 Journal Article
%T Choice-based stimulus preference assessment for children with or at-risk for emotional disturbance in educational settings
%J Education and treatment of children
%D 2014
%A King, Seth A.
%A Kostewicz, Douglas E.
%V 37
%N 3
%P 531-558
%X Students with or at-risk for emotional disturbance (ED) frequently receive interventions that include a direct manipulation of consequences. The ability of educators to identify reinforcing stimuli that may function as powerful consequences determines the success of reinforcement-based strategies. Choice-based stimulus preference assessments provide a systematic means of identifying potential reinforcers that have been well researched with children and adults with severe disabilities. However, research concerning the effectiveness of choice-based stimulus preference assessments for students with ED remains limited. Therefore, the current literature review examines the experimental context and effectiveness of choice-based stimulus preference assessments in identifying reinforcers for students with ED in educational settings and the advantages of these procedures over preference surveys. While reinforcers identified through choice-stimulus preference assessment increased the target behaviors of the participants, choice-based preference assessment methods did not unequivocally improve upon preference surveys. Implications for practitioners and future research directions are discussed.<p />
%G en
%I West Virginia University Press
%@ 0748-8491
%U http://dx.doi.org/10.1353/etc.2014.0026