reinforcement surveys

Every student is motivated by something different. Some love extra computer time, others light up with praise, and some are happiest earning a small reward. In special education, understanding what truly motivates each student can make a big difference—and that’s where reinforcement surveys come in.

Students receiving special education services often have diverse needs, learning styles, and motivators. What works for one student may not work for another. Reinforcement surveys help by:

Individualizing support – Ensuring reinforcement is tailored to each student’s interests
Increasing engagement – Motivators aligned with student preferences improve participation
Supporting behavior plans – Effective reinforcement strengthens positive behaviors

Reinforcement surveys aren’t complicated or time-consuming, but they can have a big impact. By focusing on what students enjoy, we can make learning more fun, positive, and empowering for everyone.  Check out this short, Sped Fundamentals Video about Reinforcement Surveys!

Here is the link to the Reinforcement Surveys I made on TPT!

transition iep goal examples #5

 

Goals are in the YouTube description box for your convenience to copy and paste! 

Check out these examples:  Employment and Career Awareness for students with moderate to severe disabilities or extensive support needs (ESN)

By (date), when shown a video of a person doing a specific career or job, and asked comprehension questions about the job (multiple choice, yes/no questions, picture/symbol supported answer choices), (student name) will correctly answer comprehension questions with at least (#%) accuracy in # out of # trials as measured by work samples or teacher observation and data collection.

By (date), given a visual task schedule and a job at school (e.g. data entry, sorting/organizing, delivery, counter clerk, office aide, attendance clerk, etc.), (student name) will check-off each step of the task performed using a job-specific visual task schedule within (#) minutes from when job activity session begins, with no more than (#) prompt(s) (e.g. staff member points to a step of the job that has been missed) for (4 out of 5) job completion activities as measured by teacher or staff observation and data collection.