Incorporating Preference Assessment into Transition Planning for People with Autism Spectrum Disorder

Previous researchers have found brief versions of preference assessments correspond to outcomes of longer preference assessments, and that varying levels of problem behavior occur in different preference assessments. Researchers conducted two studies to examine 1-, 2-, and 5-min duration outcomes of the free-operant preference assessment and evaluated the correspondence between the shorter and longer session durations and to identify frequency of problem behavior at each duration. Researchers also assessed relative reinforcing efficacy of the highest preferred stimulus from the shortest duration sessions. Moderate to high correlations were found between the 1- and 2-min sessions and 1- and 5-min sessions across six of eight participants diagnosed with autism spectrum disorder in Study 1 and two of three participants in Study 2. Furthermore, all highest preference stimuli identified in the shortest duration assessment served as reinforcers. Researchers found problem behavior generally occurred more in longer duration sessions.

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The Use of Preferred Items in a Word-Learning Task: Effects on On-Task Behaviour and Learning Outcomes of Children With Autism Spectrum Disorder

Australasian Journal of Special Education ◽

10.1017/jse.2014.16 ◽

2014 ◽

Vol 39 (1) ◽

pp. 56-66 ◽

Cited By ~ 2

Author(s):

Deb Keen ◽

Donna Pennell

Keyword(s):

Autism Spectrum Disorder ◽

Word Learning ◽

Intervention Strategy ◽

Preference Assessment ◽

Children With Autism ◽

Learning Task ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Task Effects ◽

Learning Trials

Identifying and using preferred items and activities to increase motivation and participation of children with autism spectrum disorder (ASD) has been an important and frequently used intervention strategy. Preferred objects, typically identified through a preference assessment, are most frequently used during instruction as reinforcers. These objects may be offered contingent upon a correct response or following a set period of work or may be made available continuously by incorporating them into the learning task. This alternating treatment design study examined the effects of offering preferred items during a word-learning task on learning and on-task behaviour under 2 conditions: following the completion of a set of learning trials (sequential) or continuously during a set of learning trials (embedded). Participants were 3 children with ASD aged 3–5 years. Results showed that children were more on task when preferred items were embedded, but the sequential condition led to superior learning of target behaviours for 2 of the children. Implications of using preferred items to enhance learning and on-task behaviour are discussed.

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Assessing Preference for Activities and Instructional Contexts

Intervention in School and Clinic ◽

10.1177/10534512211047575 ◽

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.

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Multi-informant assessment of transition-related skills and skill importance in adolescents with autism spectrum disorder

Autism ◽

10.1177/1362361317722029 ◽

2017 ◽

Vol 22 (1) ◽

pp. 40-50 ◽

Cited By ~ 6

Author(s):

Kara Hume ◽

Jessica Dykstra Steinbrenner ◽

John Sideris ◽

Leann Smith ◽

Suzanne Kucharczyk ◽

...

Keyword(s):

Autism Spectrum Disorder ◽

Postsecondary Education ◽

Planning Process ◽

Transition Planning ◽

The United States ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Multiple Perspectives ◽

Limited Participation ◽

Adolescents With Autism

Adolescents with autism spectrum disorder have limited participation in the transition planning process, despite the link between active participation and an improvement in postsecondary education and employment outcomes. The Secondary School Success Checklist was designed to support transition planning for adolescents with autism spectrum disorder by incorporating their own assessments of strengths, skill deficits, and prioritization for instruction along with those of their parents and teachers across multiple skill domains. Findings from more than 500 adolescents with autism spectrum disorder across the United States indicate discrepancies between adolescent, teacher, and parent ratings of skills highlighting the importance of the inclusion of multiple perspectives in transition planning. Although ratings varied, agreement between adolescents with autism spectrum disorder, parents, and teachers across the highest and lowest rated skills suggests the need to broaden the focus on critical transition skills to include problem-solving, planning for life after high school, and self-advocacy.

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Telehealth for Family Guidance: Acceptance and Commitment Therapy, Parent-Focused Preference Assessment, and Activity Based Instruction for the Support of Children with Autism Spectrum Disorder and their Families

10.31234/osf.io/eu6ms ◽

2020 ◽

Author(s):

Michael Cameron ◽

Tiffanie Moore ◽

Carla Bogran ◽

Alexandria Leidt

Keyword(s):

Autism Spectrum Disorder ◽

Family Member ◽

Acceptance And Commitment Therapy ◽

Preference Assessment ◽

Children With Autism ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Commitment Therapy ◽

Acceptance And Commitment ◽

Behavior Analysts

A five-stage protocol was used to support board certified behavior analysts providing telehealth support for children with autism spectrum disorder and their families. Stage 1 of the protocol involves two acceptance and commitment therapy exercises. Specifically, the Valued Living Questionnaire is used to identify a family member’s values, and the Bull’s-Eye Values Survey is employed to determine the extent to which a family member is living in accordance with stated values. Stage 2 of the protocol involves administering an adult version of the Meaningful Activity Participation Assessment (MAPA) to identify preferred activities of parents of a child with autism spectrum disorder. During Stage 3 of the protocol, the goals and objectives of a child with autism spectrum disorder are yoked with the preferred activities of a family member in order to promote child–parent engagement. Stage 4 of the protocol is focused on parent-implemented interventions, and Stage 5 of the protocol is designed as a primer for comprehensive support within an acceptance and commitment therapy model. The five-stage protocol provides guidelines for board certified behavior analysts interested in structuring telehealth sessions and optimizing engagement between a family member and a child with autism spectrum disorder.

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Disparities in Transition Planning for Youth With Autism Spectrum Disorder

PEDIATRICS ◽

10.1542/peds.2012-1572d ◽

2013 ◽

Vol 131 (3) ◽

pp. X6-X6

Keyword(s):

Autism Spectrum Disorder ◽

Transition Planning ◽

Autism Spectrum ◽

Spectrum Disorder

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Transitions for Students With Intellectual Disability and/or Autism Spectrum Disorder: Carer and Teacher Perspectives

Australasian Journal of Special Education ◽

10.1017/jse.2016.2 ◽

2016 ◽

Vol 40 (2) ◽

pp. 141-156 ◽

Cited By ~ 4

Author(s):

Iva Strnadová ◽

Therese M. Cumming ◽

Joanne Danker

Keyword(s):

Autism Spectrum Disorder ◽

Intellectual Disability ◽

Transition Planning ◽

Ecological Model ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Small Scale ◽

Special Schools ◽

Transition Processes ◽

Support Students

Schooling transitions are often challenging experiences for students with intellectual disability and/or autism spectrum disorder (ID/ASD), their families, and their teachers. Transition processes, particularly planning, can facilitate successful transitions from primary to secondary schools, and to postschool settings. Bronfenbrenner's ecological model served as a theoretical framework to examine parents’ and teachers’ experiences with transitions for students with ID/ASD attending special schools. The authors interviewed 14 carers and 13 teachers of students with ID/ASD attending special government schools in New South Wales. The interviews were analysed using content analysis. The findings of this small-scale Australian study indicate that although transition practices varied widely by school, both parents and teachers perceived that more can be done to support students with ID/ASD during these times. School–home collaboration and access to information about postschool settings were areas that were emphasised by both groups. Furthermore, the lack of student involvement in transition meetings was of great concern, given that student-focused planning is a well-established evidence-based transition practice. The processes that are implemented to support students with ID/ASD require closer scrutiny, as results revealed inconsistencies in transition planning across schools, and both parents and teachers suggested ways to strengthen transition processes.

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