1. introduction and single stimulus

1. Preference Assessments
Ellie Kazemi, Ph.D., BCBA-D
Grecia Marsillo, B.A
California State University, Nothridge
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2. What Are Preference Assessments & Why Are
They Important
• Procedure to identify an individual’s favorite things so they can be
used as potential reinforcers.
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3. What Are Preference Assessments & Why Are
They Important
• Procedure to identify an individual’s favorite things so they can be
used as potential reinforcers.
• Identifying powerful (or high quality) reinforcers are a necessary
component to:
• Increase skill acquisition
• Decrease problem behaviors
• Increase the learner’s motivation
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4. Two Types of Reinforcers
• Unconditioned/Primary Reinforcers
• There is no learning history, which means these reinforcers were not
previously paired with other reinforcers.
• Biological importance and survival value
• Examples:
• Food
• Sleep
• Oxygen
• Sex
• Water/juice
• Escape from pain
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5. Two Types of Reinforcers
• Conditioned/secondary Reinforcers
• Is a previous neutral stimulus that becomes a reinforcer by being paired with
an unconditioned reinforcer or another conditioned reinforcer
• Examples:
• High 5s
• Money
• Tokens
• Praise (Good job)
• Break from work
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6. Preferences
• Learners have individual preferences that vary over time depending on
various things such as:
• Satiation (i.e. having had a lot of something)
• Deprivation (i.e. not having had something for some time)
• Conditioning history (i.e. items that have been paired with other reinforcers)
• For example, the following may or may not serve as reinforcers for some
people but certainly not at all times
• High five from the behavior technician
• Hugs from mom
• Smile and the words “Good job”
• Salty chips
• Tickles
• Playing hide and seek
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7. Preferences
• Learners have individual preferences that vary over time depending on
various things such as:
• Satiation (i.e. having had a lot of something)
• Deprivation (i.e. not having had something for some time)
• Conditioning history (i.e. items that have been paired with other reinforcers)
• For example, the following may or may not serve as reinforcers for some
people but certainly not at all times:
• High five from the behavior technician
• Hugs from mom
• Smile and the words “Good job”
• Salty chips
• Tickles
• Playing hide and seek
7

8. Continuous Assessment
• It is important for RBTs to identify the learner’s preferences as
frequently as possible
• We recommend you conduct full assessments
• Periodically (e.g. every 4 months)
• When contexts or life events change
• new school year
• vacation or after holidays
• major life changes such as a new sibling
• You can conduct mini assessments, pre-session, as frequently as
possible. Examples of mini assessments will be provided in the
following sections
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9. Continuous Assessment
• It is important for RBTs to identify the learner’s preferences as
frequently as possible
• We recommend you conduct full assessments
• Periodically (e.g. every 4 months)
• When contexts or life events change
• new school year
• vacation or after holidays
• major life changes such as a new sibling
• You can conduct mini assessments, pre-session, as frequently as
possible. Examples of mini assessments will be provided in the
following sections
9

10. Continuous Assessment
• It is important for RBTs to identify the learner’s preferences as
frequently as possible
• We recommend you conduct full assessments
• Periodically (e.g. every 4 months)
• When contexts or life events change
• new school year
• vacation or after holidays
• major life changes such as a new sibling
• You can conduct mini assessments, pre-session, as frequently as
possible. Examples of mini assessments will be provided in the
following sections.
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11. Reinforcer Surveys
• One method of identifying learner’s potential reinforcers has been to ask
parents, teachers, or caregivers.
• Some known surveys include:
• Reinforcer Checklist (Matson et al., 1999)
• Reinforcer Assessment for Individuals With Severe Disabilities (RAISD; Fisher et al.,
1994)
• Likert questions (Green et al., 1991)
• Surveys can be used initially to select potential stimuli for preference
assessment
imitations:
• Reinforcer surveys have low predictive validity, which means there is low agreement
between caregiver’s report and direct observation of what functions as a reinforcer.
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12. Reinforcer Surveys
• One method of identifying learner’s potential reinforcers has been to ask
parents, teachers, or caregivers.
• Some known surveys include:
• Reinforcer Checklist (Matson et al., 1999)
• Reinforcer Assessment for Individuals With Severe Disabilities (RAISD; Fisher et al.,
1994)
• Likert questions (Green et al., 1991)
• Surveys can be used initially to select potential stimuli for preference
assessment
• Limitations:
• Reinforcer surveys have low predictive validity, which means there is low agreement
between caregiver’s report and direct observation of what functions as a reinforcer.
12

13. Reinforcer Surveys
• One method of identifying learner’s potential reinforcers has been to ask
parents, teachers, or caregivers.
• Some known surveys include:
• Reinforcer Checklist (Matson et al., 1999)
• Reinforcer Assessment for Individuals With Severe Disabilities (RAISD; Fisher et al.,
1994)
• Likert questions (Green et al., 1991)
• Surveys can be used initially to select potential stimuli for preference
assessment
• Limitations:
• Reinforcer surveys have low predictive validity, which means there is low agreement
between caregiver’s report and direct observation of what functions as a reinforcer.
13

14. Reinforcer Surveys
• One method of identifying learner’s potential reinforcers has been to ask
parents, teachers, or caregivers.
• Some known surveys include:
• Reinforcer Checklist (Matson et al., 1999)
• Reinforcer Assessment for Individuals With Severe Disabilities (RAISD; Fisher et al.,
1994)
• Likert questions (Green et al., 1991)
• Surveys can be used initially to select potential stimuli for preference
assessment
• Limitations:
• Reinforcer surveys have low predictive validity, which means there is low agreement
between caregiver’s report and direct observation of what functions as a reinforcer.
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15. Preference Assessments (PA)
• Preference assessments should be used because they:
• have high predictive validity
• are a direct measure of preference
• allow you to identify whether one stimulus is more preferred than others
• give you more confidence on the stimuli you select as potential reinforcers
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16. Preference Assessments (PA)
• Formal preference assessments:
• Single-Stimulus
• Multiple Stimulus Without Replacement
• Paired-Stimulus
• Free-Operant
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17. Before You Begin Any of these Assessments
1. Find an appropriate place to conduct the assessment and set up the learning
environment (i.e. move things around) if necessary
• Might not always have a table available, if that is the case, you might have to conduct the PA
on the:
• floor
• corner of the room
• couch
• patio
2. Remove everything else (e.g. No phones, water bottles, or any other
unnecessary stimuli)
3. Have all the required materials ready:
• Data sheets
• Pen
• Potential reinforcers
• Gloves for edibles
• Tray, plates, etc. to present the stimuli simultaneously
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18. Before You Begin Any of these Assessments
1. Find an appropriate place to conduct the assessment and set up the learning
environment (i.e. move things around) if necessary
• Might not always have a table available, if that is the case, you might have to conduct the PA
on the:
• floor
• corner of the room
• couch
• patio
2. Have all the required materials ready:
• Data sheets
• Pen
• Potential reinforcers
• Gloves for edibles
• Tray, plates, etc. to present the stimuli simultaneously
3. Remove everything else (e.g. No phones, water bottles, or any other
unnecessary stimuli)
18

19. Before You Begin Any of these Assessments
1. Find an appropriate place to conduct the assessment and set up the learning
environment (i.e. move things around) if necessary
• Might not always have a table available, if that is the case, you might have to conduct the PA
on the:
• floor
• corner of the room
• couch
• patio
2. Have all the required materials ready:
• Data sheets
• Pen
• Potential reinforcers
• Gloves for edibles
• Tray, plates, etc. to present the stimuli simultaneously
3. Remove everything else (e.g. No phones, water bottles, or any other
unnecessary stimuli)
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20. Single-Stimulus (SS) Preference Assessment
Overview
• Also called approach or engagement-based
• You present one stimulus at a time
• Let the learner approach, consume, or engage with that stimulus
• Present each stimulus several times in a random order.
• Record percentage of trials in which each stimulus was approached or
consumed
• If using engagement-based, record the amount of time the learner engages with each
item.
• Do not place demands or restrictions at this time. For example, do not
remove the item if the learner is still engaging with it.
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21. Single-Stimulus (SS) Preference Assessment
Overview
• This is the quickest and easiest assessment but sometimes not as valid
• To use this procedure, the learner must show approach to some but not all stimuli
you present
• SS most appropriate to use:
• Assessing preference of stimuli that require a longer access period for the individual
to contact the reinforcing properties of the stimuli
• If the learner engages in problem behavior when preferred stimuli are removed
• If the learner engages in problem behavior when asked to do something
• For individuals who are lower functioning or physically impaired and may have
difficulty choosing among stimuli presented simultaneously
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