Preferences and reinforcers for students with profound multiple disabilities: Can we identify them?

Previous research has documented that there are limits to our current knowl edge about procedures for identifying preferences and reinforcers for indiv iduals with profound multiple disabilities as compared with other individua ls with less significant disabilities. In this paper, we review the procedu res used by other researchers to assess preferences and identify reinforcer s for these individuals. Two experiments were completed that adapted the pr eference assessment and reinforcer resting procedures described by these re searchers. These included changes in the trial and session format and the t ype of stimuli presented during the preference assessment, types of student behavior studies, and the research design used during reinforcement testin g Results show that while more preferences were identified with the adapted procedures, this increase did not lead to the identification of more effec tive reinforcers. The reinforcing effects of the preferred stimuli were idi osyncratic among the students and the data were variable both within and ac ross participants. Implications for practice are discussed.