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5047 > Unit 3 Lecture > Flashcards

Unit 3 Lecture Flashcards

1
Q

*Operant Selection Review

A

-Process of repeated cycles of behavioral variability & modification of Bx by the env over the course of an individual’s lifetime

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2
Q

*Reinforcement Review

A

-An Env change that follows a response closely in time, is contingent on that response & increases the probability of similar responses under similar circumstances

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3
Q

*Positive Reinfrocement Review

A

-An env change in which as Appetitive Stimulus is added (presented) or magnified following a response, contingent on that response, that increases on that response, that increases the probability of similar responses under similar circumstances

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4
Q

*Appetitive Stimuli Review

A
  • A stimulus that:
  • Functions as positive Rx when presented contingent on a responses
  • Functions as neg punishment when terminated contingent on a response
  • Abates bx that has terminated it in the past
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5
Q

*Reinforcer Identification

2 steps

A
  1. Preference assessment

2. Reinforcer assessment

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6
Q

Preference Assessment (PA)

A
  • Methods for identifying an individual’s preference for items and/ or activities that may function as reinforcers
  • AKA stimulus preference assessment (SPA)
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7
Q

Preference Assessment Purpose

A
  • Identify stimuli that may function as reinforcers

* Prediction: Higher preference stimuli —> More likely to function as effective reinforcers

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8
Q

Reinforcer Assessment Preview

A

*Variety of techniques to evaluate the effectiveness of stimulus as a reinforcer

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9
Q

Preference Assessment History

A

“Arbitrary” to topographical select

*No way to predict reinforcer efficacy

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10
Q

In a stimulus preference assessment we are trying to identify stimuli of this type:

a. Appetitive
b. Aversive
c. Positive
d. Neutral

A

a. Appetitive

In teaching new or replacement skills, behavior analysts often use positive reinforcement. Positive reinforcement requires the use of stimuli described as “appetitive.” A preference assessment helps us identify these type of stimuli.

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11
Q

The purpose of stimulus preference assessments is to identify:

a. Preferred stimuli
b. Reinforcers
c. Both of these

A

a. Preference stimuli

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12
Q

2 Preliminary Assessment Categories

A
  • Indirect preference assessment

* Direct naturalistic observation (duration-based)

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13
Q

Indirect Preference Assessment

A

*Informant-based assessment that provides info about an individual’s preference for tangible items and/ or activities

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14
Q

Indirect Preference Assessment methods

A
  • General types:
  • Interviews
  • Checklists
  • Rating scales
  • Can be completed through:
  • Self-report
  • Caregiver nomination
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15
Q

Indirect Preference Assessment Example

A
  • Reinforcer Assessment for individuals with severe Disabilities (RAISD)
  • Interview tool
  • Helps generate a list of potential preferred stimuli
  • Caregiver indicates like/dislikes for client
  • Stimuli ranked at End
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16
Q

Indirect preference assessments are __________-based assessments that provide information about an individual’s ___________ for tangible items and/or activities.

A
  • Informant

- Preference

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17
Q

Which of these is NOT a type of indirect preference assessment?

a. Checklists
b. Rating scales
c. Verbal self-reports
d. All of these are types

A

d. All of these are types

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18
Q

Interviews and questionnaires can be conducted as:

a. Self-report
b. Caregiver nomination
c. Both

A

c. Both

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19
Q

An indirect preference assessment should also identify items that the client or caregiver would prefer NOT to use in treatment.

a. True
b. False

A

a. True

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20
Q

Indirect Preference Assessment Advantages

A

-Simple
-Efficient
-Narrows the field
‘May improve efficiency down the line
-Can give info about ecological fit

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21
Q

Indirect Preference Assessment Limitations

A
  • Subjective
  • Unreliable
  • Self-report requires prerequisite vocal verbal skills
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22
Q

Indirect Preference Assessment Conclusions

A
  • Shown to be unreliable alone but …..

- Shown be used as a First step!

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23
Q

The best use of indirect preference assessments is:

a. To determine what to use as reinforcers
b. To identify a caregiver’s preferences
c. As a first step in the identification of preferred items
d. All of these are correct

A

c. As a first step in the identification of preferred items

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24
Q

Premack Principle Preview

A

“States that making the opportunity to engage in a bx that occurs at a relatively high free operant (or baseline) rate contingent on the occurrence of low-fro bx will function as RX for the low-occurrence Bx”

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25
Q

Naturalistic Observation

A

*Duration-based direct observation used to identity preferred stimuli in which the primary measures is the amount of time an individual engages with stimuli in their natural env

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26
Q

Naturalistic Observations Steps

A
  • Allow individual to have “Free Time” in the Env

* Take duration measure for interaction time with items/ activities

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27
Q

Naturalistic Observation Advantages

A
  • Objective
  • Does not require a verbal repertoire
  • Less likely to produce prob bx as it does not require:
  • The removal of stimuli
  • Task engagement
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28
Q

Naturalistic Observation Limitations

A
  • Time-consuming

- Potentially limited access to stimuli

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29
Q

When it comes to time, naturalistic observation is relatively _____.

A

-Time consuming

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30
Q

In addition to not evoking problem behavior, naturalistic assessments are advantageous for some individuals because they:

a. Are less likely to rain a side bias
b. Do not require a verbal repertoire
c. Take into account individual differences
d. Are subjective

A

b. Do not require a verbal repertoire

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31
Q

When conducting a naturalistic observation:

a. Always ensure items present are exactly as they occur naturally
b. It might be relevant to “plant” stimuli that could be preferred

A

b. It might be relevant to “plant” stimuli that could be preferred

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32
Q

Which measure is typically used for comparing relative preference for different stimuli and activities in a naturalistic observation?

a. Percent acceptance
b. Rank order
c. Duration of engagement
d. Latency to response

A

c. Duration of engagement

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33
Q

Direct Preference Assessment

A

*Observation-based (empirical) assessment that provides info about an individual’s preference for tangible items and/or activities

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34
Q

Direct Preference Assessment Methods

A
  • Trial-based (selection-based)
  • Single-stimulus
  • Paired-stimulus
  • Multiple-stimulus with replacement
  • Multiple-stimulus without replacement
  • Duration-based
  • Free operant
  • Single-item
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35
Q

Trial-Based Preference Assessment

A

*Direct preference assessment in which 1 or more items is/ are presented across trials & approach, contract or engagement is measured

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36
Q

Types of Trial-Based Preference Assessments

A

-Single-stimulus
-Paired-stimulus
-Multiple-stimulus
‘With replacement
“Without replacement

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37
Q

Direct preference assessments are ___________ assessments that provide information about an individual’s preference for tangible items and/or activities.

A

*Observation-based or Empirical

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38
Q

Select all the trial-based preference assessments:
(check all that apply)

a. Single-stimulus
b. Free operant
c. Single-item
d. Paired-stimulus
e. Multiple-stimulus with replacement
f. Multiple-stimulus without replacement

A

a. Single-stimulus
d. Paired-stimulus
e. Multiple-stimulus with replacement
f. Multiple-stimulus without replacement

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39
Q

Another name for trial-based preference assessments is -based.

A

-Selection based

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40
Q

Direct preference assessments include:

a. Asking the client directly for their preferences
b. Observing the client’s Bx
c. Directing the client to accept the preferences of peers

A

b. Observing the client’s Bx

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41
Q

Single-Stimulus (SS) Preference Assessment

A
  • Direct preference assessment methodology in which a Single Item is presented for a period of time & approach, contact or engagement with the item is measured
  • AKA successive choice, single-stimulus engagement or single-item assessment
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42
Q

Before the Assessment

A
  • Select items for inclusions
  • Set up for the session
  • Allow pre-session sampling
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43
Q

Single-Stimulus Preference Assessment Procedure

A
  1. Present 1 item @ a time, random order
  2. Wait for approach then allow access
    ‘No approach: Remove item
  3. Record data
  4. Start next trial (typically 10 per item)
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44
Q

In an SS preference assessment, items are placed in front of the individual:

a. One at a time
b. In pairs
c. In sets of 3 or more
d. In varying numbers depending on the number of items being assessed

A

a. One at a time

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45
Q

What is recommended regarding pre-session sampling (access to items prior to direct assessment)?

a. Do not permit sampling, as this may sway selection
b. Sampling maybe helpful, permitting clients to experience the stimulus before selection

A

b. Sampling maybe helpful, permitting clients to experience the stimulus before selection

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46
Q

Pace et al. (1985)

A
  • Purpose: To demonstrate 2-stage methods for identifying reinforcers
    1) Assessment of stimulus preference
    2) Evaluation of RX effects
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47
Q

Why was the Pace study so important?

A

-Previously, reinforcers were selected somewhat arbitrarily or by preference assessment alone

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48
Q

The data from the Pace study show that most clients preferred the same items.

a. True
b. False

A

b. False

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49
Q

What assumptions were made regarding approach in the Pace study?

A

-Approach was assumed to indicate preference

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50
Q

What conclusions can be drawn from measures of approach in study 1?

A

-Preference was idiosyncratic

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51
Q

Single-Stimulus PA Advantages

A
  • Simple
  • Does not require individual to select btw stimuli
  • Can identify multiple preferred stimuli
  • Accommodates larger items/ activities
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52
Q

When to Use Single-Stimulus PA

A

*For individuals who have difficulty selecting btw stimuli

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53
Q

Single-Stimulus PA Limitations

A
  • Undifferentiated approach- individuals may approach all/ most items
  • Highly preferred items may not function as RX
  • Stimuli have to be removed after each trial
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54
Q

Which of these is NOT a limitation of SS preference assessment methods?

A

-They are Subjective

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55
Q

Single-stimulus preference assessments are best for individuals:

A

*Who have difficulty selecting btw stimuli

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56
Q

Rationale for Another Approach

A
  • Single-stimulus PA has Limitations:

- Undifferentiated approach-individuals are likely to approach all/ most items

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57
Q

Paired-Stimulus (PS) Preference Assessment

A
  • Direct trial-based preference assessment in which stimuli are presented in pairs & approach responses are recorded
  • AKA paired-choice, forced-choice (not the best term)
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58
Q

Paired-Stimulus PA

A
  • Stimuli presented in pairs

- Each item paired once with every other item

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59
Q

Before the Assessment

A
  • Select items for inclusions
  • Set up for the session
  • Determine trials and pairs
  • Data sheet
  • Allow pre-session sampling
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60
Q

Determining Number of Trials

A
  • # Trials = n(n-1)/ 2
  • n =total # of stimuli included
  • e.g. for 5 stimuli: 5(4)/ 2 = 10 trials
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61
Q

Determine Pairings & Placement

A
  • Each item paired once with every other item (all pairwise permutations)
  • Each item needs to be on the right vs. left an equal # of times
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62
Q

The “paired” in paired-stimulus approach refers to what?

a. Items should have already undergone the SS pairing of respondent conditioning
b. Items are presented two at a time

A

b. Items are presented two at a time

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63
Q

Andy is getting ready to conduct a PS preference assessment with six items. How many trials will Andy need to run?

a. 1
b. 6
c. 12
d. 15

A

d. 15

The formula for determining the minimum number of trials is: n (n-1)/2, so the number of trials for six items would be calculated as such: 6(5)/2 = 15.

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64
Q

What is the rationale for the development of the paired-stimulus approach?

A

-In a single-stimulus format, we may see undifferentiated approach (individuals select any stimulus placed in front of them)

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65
Q

Pre-planning paired-stimulus preference assessments helps ensure:

a. Each item is compared to all other stimuli, presented an equal # of times & balanced across sides
b. Latency to selection will be minimized
c. Info from an indirect assessment is valid

A

a. Each item is compared to all other stimuli, presented an equal # of times & balanced across sides

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66
Q

Paired-Stimulus Preference Assessment Procedure

A
  1. Presented two items
  2. Wait for approach then allow access to selected item, remove other item
    - No approach: Remove items & represent
    - Attempt to select both: Block assess
  3. Record data
  4. Start next trial
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67
Q

In a paired-stimulus preference assessment, stimuli are placed in front of the individual:

a. Equidistant
b. One closer than the other
c. At random locations each time

A

a. Equidistant

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68
Q

Fisher et al. (1992)

A

*Purpose: To compare single-stimulus & paired-stimulus PA procedures

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69
Q

Fisher et al. (1992)

A

*Demonstrated that paired-stimulus preference assessment produced more sensitive hierarchies & are more sensitive to relative reinforcer efficacy

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70
Q

The results of the paired-stimulus preference assessment in the Fisher study indicate that:

a. There was greater differentiation in approach as compared to the SS
b. There were more false positives than the SS approach
c. Some subjects showed uniformly high approach in the PS assessment
d. There were many trials with no selection

A

a. There was greater differentiation in approach as compared to the SS

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71
Q

The results of the Fisher study provided evidence of what?

a. Single-stimulus is more sensitive than paired stimulus
b. Free operant is more sensitive than single-stimulus
c. Paired-stimulus is more sensitive than single-stimulus

A

c. Paired-stimulus is more sensitive than single-stimulus

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72
Q

Paired-Stimulus PA: Results and Data

A
  • Calculating preference hierarchy:
  • (approaches/ trials presented) 100
  • Graphed using Bar Graph
  • X-axis: Stimuli
  • Y-axis: % selection
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73
Q

Paired-Stimulus PA advantages

A
  • More sensitive than single-stimulus PA methodology

* Likely to identify multiple potential reinforcers by establishing a hierarchy

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74
Q

Paried-Stimulus PA Limitations

A
  • Prone to false neg
  • Time-consuming
  • Stimuli are taken after access
  • Possible position biases
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75
Q

When calculating the percent selected, we divide the number of times selected by what?

a. Total number of trials with all stimuli
b. Total number of trials when the specific stimulus was available

A

b. Total number of trials when the specific stimulus was available

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76
Q

A paired-stimulus assessment was conducted with five items. Popcorn was selected two times. What is the percent selected? (approaches/trials presented)

a. 20% (2/10 x 100)
b. 40% (2/5 x 100)
c. 50% (2/4 x 100)
d. 60% (6/10 x 100)

A

c. 50% (2/4 x 100)

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77
Q

Position Bias

A
  • Evident when the selection of stimuli in a preference assessment is controlled by location rather than the items themselves
  • AKA Side Bias
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78
Q

Position Bias (Con….td)

A
  • Individual commonly selects item on 1 side
  • Often corresponds to hand dominance
  • Evidence by flat distribution (i.e. everything selected 50% of the time)
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79
Q

Bourret et al. (2012)

A
  • 5 participants (autism or DD)
  • All showed position bias during paired-stimulus assessment
  • 3 Interventions:
  • Stimulus quality training
  • Stimulus magnitude training
  • Magnitude training plus error correction
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80
Q

Bouret et al. (2012)

A
  • Quality training
  • Choice btw known nonpreferred & other stimulus
  • Magnitude training:
  • One option greater (5x) than other
  • Magnitude training + Error correction
  • Selection of smaller magnitude = block & re-presentation of trial
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81
Q

Position bias means that an individual:

a. Holds their body in a specific position
b. Selects items placed on a particular side/ location
c. Chooses items placed only to their right
d. Selects items based on social significance

A

b. Selects items placed on a particular side/ location

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82
Q

Mitigating Position Bias

A
  • Change to vertical placement of stimuli
  • Hold stimuli directly in from t of the participant
  • Place items in opposite corners of the rom & have the participant walk to the selected item
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83
Q

Position bias can be mitigated by:

a. Quality training
b. Magnitude training
c. Magnitude training plus punishment
d. Placing items in opposite corners of the room
e. Holding items directly in front of the individual

A

a. Quality training
b. Magnitude training
d. Placing items in opposite corners of the room
e. Holding items directly in front of the individual

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84
Q

What should be done if attempts to mitigate or correct position bias are unsuccessful?

a. Rely on indirect assessments
b. Select items based on ease of use
c. Use another assessment method, such as single-stimulus or free operant

A

c. Use another assessment method, such as single-stimulus or free operant

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85
Q

Rationale for yet another approach

A

*Pairing-stimulus PA approach is time-consuming

86
Q

Multiple-Stimulus Preference Assessments

A
  • Present all items in the array simultaneously

* Participants select 1 from among all items (or remaining items) during each trial

87
Q

Multiple-Stimulus PA Variations

A
  • With replacement (MSW)
  • Selected items are returned to the array
  • Without replacement (MSWO)
  • Selected items are not returned to the array
88
Q

Multiple-Stimulus With Replacement (MSW) PA

A

*Preference assessment method in which 3 or more items are presented to the individual & after selection the item selected is returned to the array prior to the next trial

89
Q

Before the Assessment

A
  • select items for inclusion
  • set up for the session
  • allow pre-session sampling
90
Q

Multiple-Stimulus With Replacement PA Procedure

A
  1. Present all items
  2. Deliver instruction then allow access to selected item, remove other items
    - Attempt to select another item: Block access
  3. Record data
  4. Return selected item to array, rotate & start next trial
91
Q

In a multiple-stimulus preference assessment, items are presented:

a. One at a time
b. In pairs
c. All stimuli together

A

c. All stimuli together

92
Q

What is the advantage of using multiple-stimulus preference assessments rather than paired-stimulus preference assessments? Multiple-stimulus preference assessments:

a. Are more robust
b. Are less time-consuming
c. Allow more items to be assessed
d. Do nit require a differentiated response

A

b. Are less time-consuming

93
Q

It is not necessary to present items in various positions during a multiple-stimulus preference assessment to avoid position bias.

a. true
b. false

94
Q

In an MSW approach, the selected item ______ returned to the array on the next trial.

a. Is
b. is not

95
Q

Windsor et al. (1994)

A
  • Purpose: To compare paired-stimulus & Multiple-stimulus PA methods
  • Participants: 8 individuals with developmental disabilities
  • Completed MSW & PS preference assessments with all participants
96
Q

Windsor et al. (1994) Results

A
  • Paired-stimulus meths resulted in more distinct rankings (16.7% of items were never selected in multiple-stimulus method)
  • Multiple-stimulus with replacement PA method more efficient than paired-stimulus PA method
97
Q

MSW Results and Data Display

A
  • Preference hierarchy
  • Approaches/ trials presented
  • Graphed using bar graph
  • X-axis: Stimuli
  • Y-axis: % selection
98
Q

MSW Advantages

A
  • Efficient
  • Less prone to overestimate due to undifferentiated approach than single-stimulus PA
  • provides info about the single most preferred stimulus
99
Q

MSW Limitations

A
  • Limited to tabletop items
  • Array size limited
  • Stimuli are taken away after access
  • Little info on relative preference of unselected items
  • No hierarchy
100
Q

The DeLeon and Iwata (1996) study revealed that multiple-stimulus preference assessments were as reliable as paired-stimulus in identifying preferred stimuli.

a. True
b. False

A

b. False

While multiple-stimulus preference assessments can identify the most preferred stimulus at a point in time or establish a hierarchy, the paired-stimulus typically produces more reliable results.

101
Q

_______ preference assessments identify the most preferred stimulus as opposed to a ranking or hierarchy.

102
Q

Rationale for yet Another Approach

A
  • Multiple-stimulus with replacement PA has limitations
  • No hierarchy
  • No info about other items in the array, which could be preferred
103
Q

Multiple-Stimulus Without Replacement (MSWO) PA

A

-Preference assessment method in which 3 or more items are presented to the individual, & the item selected is removed from the array prior to the next level

104
Q

Before the Assessment

A
  • Select (6-10) items for inclusion
  • Set up for the session
  • Allow pre-session sampling
105
Q

Multiple-stimulus Without Replacement PA Procedure

A
  1. Present all items
  2. Delver instruction then allow access to selected item, remove other items
    - Attempt to select another item: Block access
  3. Record data
  4. Remove selected item from the array, rotate & start next trial
106
Q

Why does an MSWO result in information on more stimuli?

a. MSWO allows for a larger array
b. The same item cannot be selected repeatedly in an MSWO
c. MSW limits the # of selections
d. MSWO allows for repeated selection of the same item

A

b. The same item cannot be selected repeatedly in an MSWO

107
Q

MSWO Percent Calculation

A

*Ranking/ preference hierarchy
-Rank: Item chosen first, second, third etc
-Approaches/ trials item presented
Within or access sessions

108
Q

Remember

A
  • Windsor et al. (1994): Multiple-stimulus with replacement (MSW)
  • Found that multiple-stimulus with replacement PA method more efficient than paired-stimulus PA method
  • Paired-stimulus PA method resulted in more distinct rankings (16.7% of items were never selected in multiple-stimulus PA method)
109
Q 
Key: Strawberry (S), Sushi (SU), Cookie (C), Popsicle (P), Lollipop (L), French Fries (F)
•Trial 1: L, SU, S, C, P, F
•Trial 2: P, F, S, L, C
•Trial 3: S, C, P, L
•Trial 4: P, L, C
•Trial 5: C, L

What number should be placed in the denominator for these calculations?

A

We divide the number of times an item is selected by the total number of trials in which the item was available. Item S was available three times and was selected once: 1/3. Item SU was available one time and was selected once: 1/1. Item C was available five times and was selected zero times: 0/5. Item P was available four times and was selected once: 1/4. Item L was available five times and was selected once: 1/5. Item F was available two times and was selected once: 1/2.

110
Q

DeLeon & Iwata (1996)

A

*Purpose: To compare multiple-stimulus assessment, with & without replacement of selected items

111
Q

DeLeon & Iwata (1996) Cont..d)

*MSW vs. MSWO vs. PS

A
  • Participants: 7 individuals with profound developmental disabilities
  • Stimuli: 7 items (varied across participants)
  • Selection of a stimulus -=> consumption or 30s access
112
Q

Procedural Review

A

*MSW: All stimuli presented on every trial
*MSWO: All stimuli presented on first trial
0Selected stimuli removed on subsequent trials
*PS: Stimuli presented in pairs

113
Q

DeLeon & Iwata Results (1996)

A
  • High degrees of consistency for highest-ranked stimulus across all 3 assessments
  • MSW method produced more unselected stimuli than MSWO or PS methods
  • Rankings across assessments were similar & fairly consistent
  • MSW & MSWO: More efficient than PS
114
Q

MSWO Advantages

A
  • Efficient (good for frequent use)

- Provides hierarchy

115
Q

MSWO Limitations

A
  • Limited to tabletop items
  • Array size limited
  • Stimuli have to be removed after each trial
116
Q

MSW Summary

-Multiple-stimulus with replacement

A
  • Selected items are returned to the array

- Provides info on the single most preferred stimulus

117
Q

MSWO Summary:

Multiple-stimulus without replacement (MSWO)

A
  • Selected items are not returned to the array

- Provides more info about preferences among the array

118
Q

The primary advantage of the multiple-stimulus methods over the paired-stimulus method is that multiple-stimulus methods are:

a. Less subjective
b. Less likely to evoke prob bx
c. More accurate
d. More efficient

A

d. More efficient

119
Q

In which assessment are all stimuli presented on every trial?

a. Single-stimulus
b. Paired-stimulus
c. Multiple-stimulus with replacement
d. Multiple-stimulus without replacement

A

c. Multiple-stimulus with replacement

120
Q

If you want to get a clear preference hierarchy, which preference assessment should you use?

a. Single- Stimulus
b. Single operant
c. Multiple-stimulus with replacement
d. Multiple- stimulus without replacement

A

d. Multiple- stimulus without replacement

121
Q

Selection-Based Preference Assessments

A
  • Items systematically presented tp produce preference hierarchies
  • Variations differ with respect to how many items are presented during a given trial
  • Preference hierarchies derived from calculations of the # of times a stimulus is selected given the # of times each is available
122
Q

Single Stimulus (SS)

A

*Adv: Simple, can include large # stimuli

Limitations: Maybe prone to false positives

123
Q

Paired-Stimulus (PS)

A
  • Adv: More sensitive to relative preference

* Limitations: Time-consuming -Potential position biases

124
Q

Multiple-Stimulus (MSW & MSWO)

A

Adv: Efficient (brief)

*Limitations: May limit # items included

125
Q

Which of the following preference assessment methods may be most prone to false positives?

a. Single- Stimulus
b. Paired- Stimulus
c. Multiple- stimulus without replacement
d. Multiple- stimulus with replacement

A

. Single- Stimulus

126
Q

Which of the following preference assessment methods may be more sensitive to relative preferences and allows one to include a large number of stimuli?

a. Single- Stimulus
b. Paired- Stimulus
c. Multiple- stimulus without replacement
d. Multiple- stimulus with replacement

A

b. Paired- Stimulus

127
Q

Which method produces the most unselected stimuli?

a. Single- Stimulus
b. Paired- Stimulus
c. Multiple- stimulus without replacement
d. Multiple- stimulus with replacement

A

c. Multiple- stimulus without replacement

128
Q

Vocal Assessment

A

*Assessment variation where the stimuli are presented vocally & the selection response is made by vocally choosing a stimulus

129
Q

Vocal Assessment Procedure

A
  • Conduct paired-stimulus preference assessment as normal, except no stimuli are present
  • Present pairs vocally
    e. g.”Do you want to ride a bike or go swimming?”
  • Contingent on Selection, Provide access when possible
130
Q

Cohen-Almeida et al. (2000)

A
  • Purpose: To compare verbal & tangible preference assessments
  • Participants: 6 individuals with developmental disabilities/ behavioral disorders
  • Results:
  • Both assessments identified same high preference items
  • Vocal was faster
131
Q

Vocal Assessment Considerations

A
  • Efficient
  • Can include activities/ larger items
  • Client needs to have prerequisite vocal verbal skills
132
Q

Pictorial Assessment

A

*Assessment variation where the learner selects a pic representing an activity or stimulus

133
Q

Pictorial Assessment Procedure

A
  • Conduct PS or MSWP, but use pics instead of actual stimuli
  • Show pics & allow selection e.g pic of a hug
  • When possible, allow access contingent on selection
134
Q

Pictorial Assessment Considerations

A
  • Efficient
  • Can include activities/ stimulus that would be difficult to present in standard format
  • Data support the use of this variation with sufficient prerequisite skills
  • Does require prerequisite pic-to-object matching
135
Q

Northup et al. (1996)

A
  • Purpose: To evaluate 3 assessment methods (survey, verbal PS, vocal PS)
  • Results:
  • Survey: Ineffective
  • Verbal & vocal PS: Identifies high & Leo preference stimulus for 3/4 participants
136
Q

A vocal preference assessment is the same as an indirect assessment.

a. True
b. False

137
Q

An advantage of both pictorial and vocal assessments is that they allow us to evaluate:

a. Activities
b. Social attention
c. Larger items
d. All of these can be evaluated

A

d. All of these can be evaluated

138
Q

Visual scanning is a prerequisite skill required for all the following preference assessments EXCEPT:

a. Vocal
b. Pictorial
c. Paired-stimulus
d. Multiple-stimulus

139
Q

Picture-to-object matching skills are required to accurately complete which of the following preference assessments?

a. Vocal
b. Pictorial
c. Paired-stimulus
d. Multiple-stimulus

A

b. Pictorial

140
Q

Contingent Delivery in Preference Assessments

A
  • Providing the item when the item is, selected
    e. g. Select pic of a toy car, get access to actual toy car
  • In some situations it is not practical e.g. Activities
141
Q

Hanley et al. (1999)

A
  • Evaluated preferences using pics
  • Assessment trials: 3 Pics presented simultaneously
  • 2 potential Rx & 1 presumably neutral activity
  • 2 experimental conditions:
  • No access: Selection did not produce programmed consequences
142
Q

Kuhn et al. (2006)

A
  • Evaluated preferences using a vocal verbal stimulus preference assessment
  • 2 experimental conditions:
    1) Verbal
    2) Verbal-plus-tangible
143
Q

Contingent Delivery Conclusions

A
  • Contingent delivery is imp!

* Providing the stimulus following selection is necessary to produce accurate results

144
Q

Contingent delivery of a selected stimulus has no impact on the accuracy of an SPA.

a. True
b. False

145
Q

What were the findings of the Hanley et al. (1999) study?

A

Hanley et al. noted that for most of the participants, hierarchies were more likely to be observed when the selected items were immediately delivered. These findings were similar to those observed by Kuhn, DeLeon, Terlonge, & Goysovich (2006)

146
Q

Research on contingent delivery during preference assessments has generally suggested that contingent delivery:

A

*Identifies stimuli that are more likely to function as reinforcers

147
Q

During a preference assessment, it is important to provide the selected stimulus after each trial.

a. True
b. False

148
Q

Stimuli Used in Preference Assessments

A
  • What type of Stimuli do you include in a preference assessment?
  • How do you choose?
  • How to Assess stimuli of different types?
149
Q

Why do we address the ecological fit of reinforcers?

A

-We must find Rx that balance acceptability, practicality and effectiveness

150
Q

Preference Assessment Array

A

*Must determine the types of stimuli tp include in the array of a single assessment

151
Q

Mixed Classes of Stimulus

A
  • Classes
  • Edible items
  • Leisure/ other tangibles
  • Mixed class: Includes edible & tangible items in the array
152
Q

DeLeon et al. (1997)

A
  • Purpose: To evaluate the inclusion of mixed classes of stimuli in preference assessments
  • Participants: 14 individuals with developmental disabilities
  • 3 MSWOs:
  • Edible-only. leisure-only mixed
153
Q

DeLeon et al. (1997) Results

A
  • In a mixed array, all but 2 participants showed a preference for edibles
  • Edibles often downward displace leisure items
  • Leisure items may still be preferred
154
Q

Preference Assessment Array:

Take-Home Point

A
  • Food items displace leisure item in mixed arrays
  • Food & leisure items may both function as RX, but that isn’t captured when the array is mixed
  • Assess food & leisure items separately!
155
Q

Summary of Considerations for Preference Assessments

A
  • Select stimuli that are a good Ecological fit
  • Provide the Stimulus contingent on a selection response
  • Assess food & leisure items separately
156
Q

A mixed class or mixed array means that food and tangible items are assessed:

a. Together in the same assessment
b. Separately in different assessments

A

a. Together in the same assessment

157
Q

Which of the following outcomes has been revealed by the research that has examined preference assessments that include mixed arrays?

a. Food items often downward displace leisure items
b. Leisure items often downward displace food items
c. No differences in preference

A

a. Food items often downward displace leisure items

158
Q

The bottom line about mixed arrays is that for accurate results, food and leisure/tangible items:

a. Should be evaluated separately
b. Can be evaluated together

A

a. Should be evaluated separately

159
Q

Rationale for Another Assessment Type

A
  • Some issues with selection-based approaches
  • Position biases
  • Prob bx resulting from removal of stimuli
  • Time-consuming
  • Issues with naturalistic observation
  • Primarily limited to items in the natural Env
  • Time0consuming
160
Q

Duration-Based Assessments

A
  • Items are presented to the individual & the proportion of time spent engaging with the items is recorded
  • 2 types:
  • Free Operant (or multiple item)
  • Single-item presentation
161
Q

Free Operant (FO) Preference Assessment

A

*Duration-based preference assessment in which multiple stimuli are provided simultaneously & duration of engagement with items is measured

162
Q

Free Operant Preference Assessment Procedure

A
  1. Present all items
    2 allow free access for entire assessment time
  2. Record duration engagement with each stimulus
    -Partial-interval or duration recording
    *Items ranked based on duration of engagement
163
Q

In a free operant preference assessment, stimuli are presented:

a. One at a Time
b. In pairs
c. All together
d. It varies based on type of stimuli used

A

c. All together

164
Q

The variable measured in an FO assessment is:

a. Number of trials in which an item is selected
b. Duration of engagement with each item
c. Approach responses
d. None of these

A

b. Duration of engagement with each item

165
Q

What are the suggested measurements to use with free-operant preference assessment?

a. Rate
b. Latency
c. Duration
d. Partial-interval

A

c. Duration

d. Partial-interval

166
Q

Roane et al. (1998)

A
  • Purpose: To evaluate preferences in a brief, free operant format
  • Participants: 20 individuals with severe developmental disabilities
167
Q

Roane et al. (1998) Study 1 Results

A

*Free operant PA procedure identified preferred stimulus for all participants

168
Q

Roane et al. (1998) Study 2

A
  • Purpose: To compare paired-stimulus Vs. Free Operant using same stimuli for both assessments
  • Measured:
  • Preference assessment results
  • Duration of assessment
  • Prob bx
  • Attempts to leave assessment
169
Q

Free Operant PA Advantages

A
  • Faster than paired-stimulus
  • Less prob bx maintained by access to tangibles than a paired-stimulus
  • No position bias concerns
170
Q

Free Operant PA Limitations

A
  • Prone to false negatives

- May not result in a hierarchy

171
Q

Which of these is a limitation of the free operant method of preference assessment?

a. Position biases likely
b. Prone to false negative
c. Subjectivity
d. Time-consuming

A

b. Prone to false negative

172
Q

Why might a free operant assessment be appropriate, even though it may have lower correspondence to results of a paired-stimulus assessment?

A

-If the client is likely to engage in prob bx during PS

173
Q

Free operant preference assessments are ______

efficient than paired-stimulus assessments.

174
Q

Single-Item Duration Preference Assessment

A

*Preference assessment in which each item is resented individually, & the duration of engagement is measured

175
Q

Single-item Duration preference Assessment Procedure

A
  1. Present 1 item, start timer 1
  2. Allow 2 min access
    - Start timer 2 when individual begins to interact with item, stop timer 2 if person stops engaging with them
  3. At end 2 min, stop both timers & remove item
  4. Record data
176
Q

Falt Distribution

A
  • Semi-equal responding across stimuli

- Indication that choices may not be a valid measure of preference

177
Q

DeLeon et al. (1999)

A
  • Purpose: To evaluate a single-stimulus duration-based PA approach for determining stimulus preference
  • Participants: 4 individuals with developmental disabilities
  • Stimuli: 7 leisure items
178
Q

DeLeon et al. (1999) contd….

A
  • 2 types of preference assessment conducted, 5 times each
  • MSWO procedure
  • Duration-based procedure
  • Single item placed on table
  • 2 min access & duration of interaction recorded
  • Single operant RX assessment
179
Q

DeLeon et al. (1999)

Conclusion

A

-Single-item duration PA method maybe appropriate if MSWO results in a flat distribution

180
Q

Single-item Duration PA Advantages

A

-May help clarify results when a flat distribution is produced with selection-based method

181
Q

When selection-based assessments yield undifferentiated results, which measure could be helpful in single-stimulus assessments?

a. Perecent selection
b. Number of approaches
c. Duration of engagement

A

c. Duration of engagement

182
Q

What is the purpose of indirect preference assessments?

a. Can remove the need for direct preference assessments
b. To confirm the selection of items chosen for PA
c. To inform practitioners which items to include in PA

A

c. To inform practitioners which items to include in PA

183
Q

Which of the following are trial-based preference assessments?

a. Single-stimulus
b. MSWO
c. Free operant
d. Paired-stimulus
e. Naturalistic observation
f. MSW

A

a. Single-Stimulus
b. MSWO
d. Paired-stimulus
f. MSW

184
Q

Graff and Karsten (2012) found that what percentage of BCBA/BCaBA practitioners use direct methods?

185
Q

Selecting a Preference Assessment

A
  • Some considerations:
  • Quality of info
  • Tine available & preference assessment efficiency
  • Abilities & position biases
  • Problem Bx
186
Q

Quality of info in Preference Assessments

A
  • Indirect methods: Unreliable, but a necessary First step
  • SS: Prone to false positives
  • PS: Identifies most potent RX
  • MSW: No Hierarchy
  • MSWO: Provides hierarchy
  • FO: False negatives
187
Q

Efficiency in Preference Assessments

A
  • Indirect: Efficient
  • SS: Efficient
  • PS: Time- consuming
  • MSW: Efficient
  • MSWO: Efficient
  • Naturalistic: Time- consuming
  • FO: Efficient
  • Single-item duration: Efficient
188
Q

Efficiency Guide

A
  • If including a large # of stimuli: Use a single-stimulus
  • If there is ample time to complete the assessment: Use a paired-stimulus
  • If time is an issue: Use a free operant, single-stimulus or MSWO
189
Q

Which preference assessment method is prone to false positives?

A

-Single-Stimulus

190
Q

Which preference assessment method results in a hierarchy of preferences?

191
Q

Abilities in Preference Assessments

A

*Participant’s skill repertoire
-Approach response?
-Visual scanning?
-Match to sample
=Auditory match-to-sample?
*Position bias potential

192
Q

Problem Bx in Preference Assessments

A

*Removal of stimuli may evoke prob bx
-Paired-stimulus & MSWO evoke prob bx maintained by tangible Rx-Free operant does not
*Observer may be Sd for attention
-Free operant may evoke bx maintained by attention
(Paired-stimulus & MSWO do not)

193
Q

An approach response is a prerequisite for all the following methods except which?

a. Single-stimulus
b. MSWO
c. Pictorial
d. Vocal

194
Q

Which preference assessment method does not require scanning skills?

a. Paired- stimulus
b. Single-stimulus
c. Pictorial
d. Free-operant

A

b. Single-Stimulus

195
Q

Which method is better to use when individuals demonstrate problem behavior related to access to tangibles?

a. Free operant
b. Paired- stimulus
c. Indirect only
d. MSWO

A

a. Free operant

196
Q

Which method is better to use when individuals demonstrate problem behavior related to access to attention?

a. Free operant
b. Indirect only
c. MSWO

197
Q

SS Adv/ Dis Adv

A
  • Adv: Efficiency, IDs large $ of reinforcers

- Disadv: Prone false positives, Removal of stimuli

198
Q

PS Adv/ Dis Adv

A
  • Adv: More distinct rankings than SS, IDs most potent RX

- Disadv: Prone to false negatives, Potential for side bias, Time-consuming, Removal of stimuli

199
Q

MSW/ MSWO

Adv, Dis Adv

A
  • Adv Brief (good for freq use)

- DisAdv: MSW; No hierarchy, Array size limited by abilities, Removal of stimuli

200
Q

FO

Adv, Dis Adv

A
  • Adv: Brief, Good if relinquishing issues

- Dis Adv: False negatives, Relatedly, sometimes no hierarchy

201
Q

Which type of assessment is good for frequent use?

a. Free operant
b. MSWO
c. Paired-stimulus
d. Single-stimulus

202
Q

Which assessment is the most susceptible to side bias?

a. Free operant
b. Single-stimulus
c. Paired-stimulus

A

c. Paired-stimulus

203
Q

Recommendations for Conducting Preference Assessments

A
  • Providing access contingent on selection
  • Consider ecologist fit & potential effectiveness factors
  • Conduct separate preference assessments for different classes of stimuli
204
Q

Recommendations for Selecting Preference Assessments

A
  • SS: Use if individuals has intact motor skills but cannot visually scan an array
  • PS: Use if individual has scanning/ motor skills & time permits
  • MSWO: Use if individual has scanning/ motor skills & time is limited
  • SS or FO: Use if position bias is a persistent issue
205
Q

Recommendations for Selecting Preference Assessments (Contd…)

A
  • FO: Use if removal of stimuli evokes prob Bx
  • PS, SS, MSWO: Use if FO evokes prob bx
  • Pictorial/ verbal: Use to assess complex stimuli if individual has requisite match-to-sample skills
206
Q

Assess Preference Often

A
  1. Indirect method to generate a list of potential stimuli
  2. Paired-stimulus to generate a stimulus hierarchy & then use intermittently
  3. Conduct MSWO freq (daily or even hourly)
207
Q

Assess Stability of Preference

A
  • Preference shift over time
  • Be aware of within-session & across-session shifts in preference
  • EOs & AOs
208
Q

Preference assessments should be completed frequently as preferences change.

a. True
b. False

209
Q

Preferences may shift _____ sessions.

a. Within
b. Across
c. Both within & across
d. Across, but not within

A

c. Both within & across

210
Q

Indirect PA

A

-Adv: Least effortful

DisAdv: Subjective, Results don’t always correspond to direct

211
Q

Direct Naturalistic Observation

A
  • Adv: Objective, More valid than indirect

- Dis Adv: Time-consuming,. stimuli in natural env limited

212
Q

Direct PA

A
  • Adv: Most Accurate, Stimuli not limited

- DisAdv: Time-consuming

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