Comprehensive Individualized Curriculum and Instructional Design

assessments include the student in identifying reinforcers as well as identifying meaningful activities and materials. Interviews of significant others regarding a student’s preferences are a good starting point. However, it is important to include the individual student in his or her own preference assessment. The use of direct observations of students interacting with different activities and materials is the most reliable way to obtain this information. Several helpful resources for promoting self-determination are available through the Zarrow Center for Learning Enrichment at the University of Oklahoma ( http://www.ou.edu/education/centers-and-partnerships/zarrow.html ) . The center provides preference-indicator tools for individuals of all ages: • Child Preference indicators ( http://www.ouhsc.edu/thecenter/products/documents/ChildPreferenceIndicator s_rev1107.pdf ), • Personal Preference indicators ( http://www.ouhsc.edu/thecenter/products/documents/CLL- UCEDD_Personal_Preference_Indicators_June%202006.pdf ), and • Employment Support indicators ( http://www.ouhsc.edu/thecenter/products/documents/EmploymentSupportIndi cators.pdf ). These tools can assist IWD in identifying preferences and promoting their self- determination. A systematic preference assessment involves the direct observation of an individual with different stimuli and observing their interactions with the materials or 6