Four severe behaviorally disturbed children (age range 3 years 7 months‐6 years 10 months) enrolled in an autistic residential program participated in a reinforcer preference study. Each child was individually exposed to three reinforcer classes (social, primary, social and primary) within a standardized task‐instruction format. Results indicated that task performance was equivalent across the three reinforcer conditions. Implications for the application of the assessment findings to the classroom were discussed. The importance of including a determination of reinforcer preference as an integral component of more general assessment plans was also delineated.
Available at: http://works.bepress.com/robert_fox/64/