| Abstract: | The current exploratory study examined the ability of three stimulus preference assessments to identify effective reinforcers for general education students. Four students from Grades K through 5 and their teachers participated. A student nomination, teacher nomination, and ongoing (daily) stimulus preference assessment were evaluated. The results demonstrate that reinforcers identified by both general education students and their teachers increased behavior similarly, although correspondence between teacher‐ and student‐selected items themselves were low. Evaluation of the procedures indicated the highest rate of responding occurred under the ongoing reinforcer assessment condition for 3 of the 4 students. Limitations and future research are discussed. © 2008 Wiley Periodicals, Inc. |
