Evaluating Preference and Performance in Accumulated versus Distributed Response–Reinforcer Arrangements

2019 ◽  
Vol 44 (6) ◽  
pp. 909-926
Author(s):  
Regan Weston ◽  
Tonya Davis ◽  
Robert K. Ross
Keyword(s):  
Autism Spectrum Disorder ◽  
Task Performance ◽  
Response Rate ◽  
Preference Assessment ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Schedule Of Reinforcement ◽  
Multielement Design ◽  
And Performance ◽  
Preferred Stimulus

To determine the effects of response–reinforcer arrangements on task performance and preference, participants completed tasks on accumulated and distributed response–reinforcer arrangements. Three males diagnosed with an autism spectrum disorder completed tasks before receiving 5-min or 30-seconds access to a preferred stimulus. To enhance discrimination between the two arrangements, color-coded token boards were used to represent each arrangement. Responding was evaluated within a multielement design to compare the response rate across conditions for each participant. A preference assessment was conducted after the comparison to determine whether a preference for one of the arrangements emerged. All participants produced a higher rate of responding in the accumulated schedule of reinforcement.

Evaluation of Free-operant Preference Assessment: Outcomes of Varying Session Duration and Problem Behavior

2020 ◽  
pp. 014544552092542
Author(s):  
Casey J. Clay ◽  
Brittany A. Schmitz ◽  
Anne M. Clohisy ◽  
Aqdas F. Haider ◽  
SungWoo Kahng
Keyword(s):  
Autism Spectrum Disorder ◽  
Problem Behavior ◽  
Preference Assessment ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Preference Assessments ◽  
Reinforcing Efficacy ◽  
Session Duration ◽  
Free Operant ◽  
Preferred Stimulus

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.

ADHD severity as a predictor of cognitive task performance in children with Autism Spectrum Disorder (ASD)

2021 ◽  
Vol 111 ◽  
pp. 103882
Author(s):  
Rosleen Mansour ◽  
Anthony R. Ward ◽  
David M. Lane ◽  
Katherine A. Loveland ◽  
Michael G. Aman ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Task Performance ◽  
Cognitive Task ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Cognitive Task Performance

scholarly journals Atypical neural substrates of Embedded Figures Task performance in children with Autism Spectrum Disorder

NeuroImage ◽  
2007 ◽  
Vol 38 (1) ◽  
pp. 184-193 ◽  
Author(s):  
Philip S. Lee ◽  
Jennifer Foss-Feig ◽  
Joshua G. Henderson ◽  
Lauren E. Kenworthy ◽  
Lisa Gilotty ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Task Performance ◽  
Children With Autism ◽  
Neural Substrates ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Embedded Figures

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

2014 ◽  
Vol 39 (1) ◽  
pp. 56-66 ◽  
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.

Family Perspectives on Social-Cognitive Impairment in Verbal Individuals With Autism Spectrum Disorder

2019 ◽  
Vol 100 (4) ◽  
pp. 442-452
Author(s):  
Kristen T. MacKenzie ◽  
Carla A. Mazefsky ◽  
Nancy J. Minshew ◽  
Shaun M. Eack
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Cognition ◽  
Social Cognitive ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Intellectual Ability ◽  
Cognitive Measures ◽  
Family Perspectives ◽  
And Performance ◽  
Caregiver Report

Social-cognitive challenges in individuals with autism spectrum disorder (ASD) are often assessed using caregiver report or performance-based instruments. This study compared caregiver report and performance-based measures of social cognition to examine convergence. A total of 128 verbal individuals with ASD were administered performance-based tests of social cognition assessing theory of mind, and one family member completed a measure of social cognition. Caregiver reports of social cognition were weakly and not significantly correlated with performance-based test scores. Caregiver- and performance-based measures converged for children compared with adults and for participants with lower intellectual ability. More research is needed to develop social-cognitive measures that incorporate caregiver perspectives and are robust across individuals with ASD of all ages and levels of intellectual functioning.

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.

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