Comparing paired‐stimulus and multiple‐stimulus concurrent‐chains preference assessments: Consistency, correspondence, and efficiency

2021 ◽  
Author(s):  
Carissa D. Basile ◽  
Jeffrey H. Tiger ◽  
Madelynn A. Lillie
Keyword(s):  
Paired Stimulus ◽  
Preference Assessments ◽  
Concurrent Chains ◽  
Multiple Stimulus

Using Multiple-Stimulus Without Replacement Preference Assessments to Increase Student Engagement and Performance

2017 ◽  
Vol 26 (1) ◽  
pp. 5-10
Author(s):  
Adam D. Weaver ◽  
Brian C. McKevitt ◽  
Allie M. Farris
Keyword(s):  
Student Engagement ◽  
Academic Outcomes ◽  
Emotional And Behavioral Disorders ◽  
Preference Assessment ◽  
Preference Assessments ◽  
Multiple Stimulus Without Replacement ◽  
Multiple Stimulus ◽  
History Of ◽  
And Performance

Multiple-stimulus without replacement preference assessment is a research-based method for identifying appropriate rewards for students with emotional and behavioral disorders. This article presents a brief history of how this technology evolved and describes a step-by-step approach for conducting the procedure. A discussion of necessary materials and data sheets is included. Finally, a case study is presented to illustrate how the procedure can be used to improve behavioral and academic outcomes.

Assessing Preference for Activities and Instructional Contexts

2021 ◽  
pp. 105345122110475
Author(s):  
Kristina K. Vargo ◽  
Lindsey J. Loflin
Keyword(s):  
Autism Spectrum Disorder ◽  
Preference Assessment ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Preference Assessments ◽  
Concurrent Chains ◽  
Educational Activities ◽  
Effective Implementation ◽  
Students With Autism ◽  
Instructional Contexts

Many teachers of students with autism spectrum disorder (ASD) are familiar with traditional preference assessment methodologies to identify high-preferred items. Traditional preference assessments are valuable; however, they may not be appropriate when identifying preferences for some educational activities and instructional contexts. The concurrent-chains preference assessment (CCPA) is a preference assessment variation that has been effectively used with students with ASD to identify preferred and nonpreferred activities and contexts. This article introduces teachers to the CCPA and discusses its utility and applications for students with ASD, as well as recommendations for effective implementation.

Comparing Paired-Stimulus Preference Assessments With In-the-Moment Reinforcer Analysis on Skill Acquisition: A Preliminary Investigation

2016 ◽  
Vol 33 (1) ◽  
pp. 14-24 ◽  
Author(s):  
Justin B. Leaf ◽  
Ronald Leaf ◽  
Jeremy A. Leaf ◽  
Aditt Alcalay ◽  
Daniel Ravid ◽  
...  
Keyword(s):  
Experimental Evidence ◽  
Skill Acquisition ◽  
Preliminary Investigation ◽  
Paired Stimulus ◽  
Preference Assessments ◽  
Stimulus Preference ◽  
Multiple Dimensions ◽  
The Moment ◽  
Stimulus Preference Assessments ◽  
Expressive Labeling

Today, the use of formal preference assessments, including paired-stimulus preference assessments, is widely utilized to help determine which items to use as reinforcers during intervention. A second way to determine potential reinforcers is to analyze multiple dimensions of a stimulus in the moment, a procedure known as in-the-moment reinforcer analysis. Although paired-stimulus preference assessments are widely used, there is no experimental evidence that extensive advance preference assessments actually produce higher rates of learning than in-the-moment reinforcer analysis. The present study compared rates of learning on a simple expressive labeling task when correct responses were reinforced with items selected based on extensive formal paired-preference assessments versus items selected by a teacher using in-the-moment analysis of reinforcer effects. The results indicated no clear difference in skill acquisition, but there were clear differences in terms of efficiency and maintenance.

Further refinement of video-based brief multiple-stimulus without replacement preference assessments

2016 ◽  
Vol 50 (1) ◽  
pp. 170-175 ◽  
Author(s):  
Matthew T. Brodhead ◽  
Gina Warren Abston ◽  
Meredith Mates ◽  
Emily A. Abel
Keyword(s):  
Preference Assessments ◽  
Multiple Stimulus Without Replacement ◽  
Multiple Stimulus

The Use of Stimulus Preference Assessments to Determine Procedural Acceptability for Participants

2021 ◽  
pp. 109830072110426
Author(s):  
Rachelle N. Huntington ◽  
Ilene S. Schwartz
Keyword(s):  
Social Validity ◽  
Preference Assessment ◽  
Paired Stimulus ◽  
Primary Role ◽  
Preference Assessments ◽  
Stimulus Preference ◽  
Task Behavior ◽  
Stimulus Preference Assessment ◽  
The Social ◽  
Stimulus Preference Assessments

The social validity of behavior intervention is rooted in consumer perception. This information is typically garnered through questionnaires and interviews conducted with relevant consumers such as teachers or caregivers. Often, the participants (i.e., the individuals with disabilities receiving the intervention) play less of a role in the assessment of social validity, despite their primary role in intervention. This study examines a procedure for including participants in the assessment of social validity, namely procedural acceptability. Three participants selected their preferred intervention in a paired stimulus preference assessment. Videos presented the intervention options, and participants’ preferred interventions were implemented. These interventions decreased target behavior(s) and increased on-task behavior for all participants. The article concludes with a discussion of implications for use of this procedure and considerations for including participants in social validity assessments.

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