Identifying Student Preferences

[MUSIC PLAYING] After two days of using generic reinforcers, the teachers develop a list specific to each student's likes and dislikes. OK, so who do you want to start with? [? Fibal ?]? [? Fibal ?]. He likes cars. [? Fibal ?] cars. He really liked the cars with-- let's put the pinwheel. Pinwheel. I'm just going to clean. He didn't like any food. He really likes cause and effects things. But he doesn't like-- he likes to see them done, but he doesn't like to do them. Like pushing the buttons on the phone. And he was very fascinated by that-- me doing it, but not him. But see, I think he's a watcher. I think he wants to see it all and process it all. So go on to Nicholas, because he liked cars. OK. And tickles. And he's reinforced by Skittles and M&Ms. Yeah. Apparently he really likes Ninja Turtles, not that we have anything. But even Mom said-- he was wearing Ninja Turtles, and when we were walking down the hallway, Mom's like, let's go see if they have any turtle stuff.