Reinforcer Preferences of Secondary Students with Disabilities

Abstract

WHILE TEACHERS are often the ones who select the objects, events and activities that serve as potential reinforcers in their contingency management systems, research indicates that teachers are not always accurate in their selection of reinforcers that are motivating to their students. This study examined the reinforcement preferences of 110 secondary students with disabilities. Respondents rated 90 potential reinforcers using a three‐point Likert scale. Results indicated that while student preferences represent a range of reinforcers within existing reinforcement hierarchies, the sample group tended to prefer less intrusive higher level reinforcers. Implications of the findings and suggestions for future research are discussed.