Özet:

The role of reinforcement in the education of students with intellectual disabilities is quite extensive. General and brief preference assessments are conducted to determine effective reinforcements. The general purpose of this research is to specify whether there is correlation between general preference assessment presented with pair stimulus and brief multiple stimulus preference assessment without replacement applied to students with mild and moderate/severe intellectual disabilities. This research was designed with descriptive research model of quantitative Research method. Nine students with moderate-severe intellectual disability and four students with mild intellectual disability participated in the research. Data was gathered by Pair Stimulus General Preference Assessment Form and Multiple Stimulus Preference Assessment without Replacement Form. Data was gathered by general and brief preference assessment forms in one general and four brief preference assessment sessions in a one-month-period between May 2016 and June 2016 and the percentages of students’ 5 food, 5 beverage and 5 social reinforcement preferences were determined. One week after the general preference assessment, multiple stimulus brief preference assessment without replacement was applied in one session per week consecutively for 4 weeks. As the number of sample group was small, the correlation between obtained data was calculated by Spearman Brown Prophecy Formula. As a result of the general assessment and brief assessment, it was found that while the students with mild intellectual disabilities changed their food-beverage and social reinforcement preferences, the students with moderate-severe intellectual disabilities changed their food-beverage preferences but their social reinforcement preferences did not change.

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