The success of reinforcement-based interventions is dependent upon an educator’s ability to determine reinforcing stimuli that function as powerful rewards/consequences. Class-wide rewards might not be rewarding for all students, especially those who are at an increased risk for maladaptive academic and social behaviors. The application of preferred stimuli can serve as a powerful reward that […]

The success of reinforcement-based interventions is dependent upon an educator’s ability to determine reinforcing stimuli that function as powerful rewards/consequences. Class-wide rewards might not be rewarding for all students, especially those who are at an increased risk for maladaptive academic and social behaviors.The application of preferred stimuli can serve as a powerful reward that increases […]

The FACTS (March et al., 2000) is a brief semi-structured functional assessment interview form, intended to support identification of (a) problem behaviors to be targeted for intervention, (b) the antecedents of these target behaviors, and (c) the consequences that have maintained these behaviors via positive or negative reinforcement. The FACTS is intended to inform the […]