Richard B. Graff

Evaluation of a self-instruction package for conducting stimulus preference assessments

Research suggests that inexperienced individuals cannot accurately implement stimulus preference assessments given written instructions alone. Training that includes written instructions supplemented with feedback from a professional with expertise in conducting preference assessments has proven effective; unfortunately, expert-facilitated direct training may not be widely available. In the current study, we used multiple baseline designs to evaluate the efficacy of an antecedent-only self-instructional package to train staff members to implement two methods of stimulus preference assessments. Accuracy was low when participants had access to written instructions alone. When access to enhanced written instructions was provided (i.e., technical jargon was minimized; instructions included pictures, diagrams, and step-by-step examples), inexperienced staff accurately implemented the assessments. Results are discussed in terms of opportunities to disseminate behavior-analytic technologies through self-instruction and print resources.

Assessing Preferences of Individuals With Developmental Disabilities: A Survey of Current Practices

Although professionals working with individuals with developmental disabilities have much to gain from using systematic methods of reinforcer identification, practitioner knowledge and use of stimulus preference assessments (SPA) has rarely been examined. The purpose of this survey was to assess awareness and implementation of SPAs among professionals who serve people with developmental disabilities within and outside the field of applied behavior analysis. A total of 406 individuals responded to the survey; 246 respondents were recruited via direct email, and 160 respondents were recruited from Internet postings. Fewer than 60% of respondents across all disciplines (i.e., applied behavior analysis, psychology, and special education) reported knowledge of the term stimulus preference assessment. While nearly 90% of behavior analysts reported using at least one direct method of SPA (i.e., an assessment involving direct observation and measurement of behavior), many reported personal lack of knowledge (18.6%) and lack of time (81.4%) as barriers to conducting these assessments on a regular basis. Survey results are discussed in terms of (1) the need for greater awareness and acceptance of reinforcer identification methods among behavior analysts, educators, and other service providers and (2) barrier-specific solutions to potentially increase the regularity of SPA usage in the education and treatment of individuals with developmental disabilities.

Using Pictures to Assess Reinforcers in Individuals With Developmental Disabilities

Tangible preference assessments were compared with pictorial preference assessments for 4 individuals with developmental disabilities. In the tangible assessment, on each trial two stimuli were selected and placed in front of the participant, who approached one. In the pictorial assessment, on each trial two line drawings were placed in front of the participant, who pointed to one. For both assessments, the percentage of opportunities each stimulus was approached or touched was calculated, and hierarchies of preferred items were developed. The two assessments yielded similar preference hierarchies for 3 of 4 participants. Reinforcer assessments using a simple free operant response confirmed that items identified as highly preferred on tangible and pictorial assessments functioned as reinforcers.

THE EFFECTS OF REINFORCER CHOICE ON RATES OF CHALLENGING BEHAVIOR AND FREE OPERANT RESPONDING IN INDIVIDUALS WITH SEVERE DISABILITIES

A multielement design was used to evaluate the eAects of three reinforcement conditions on the free-operant and challenging responses of two individuals with severe disabilities. Preference assessments identified three stimuli that could function as reinforcers for each participant. Reinforcers were delivered on a variable ratio schedule for a free-operant response. In the participant-selected condition, each reinforcer delivery consisted of placing an array of three diAerent stimuli in front of the participant, who was allowed to select one. In the constant condition, each reinforcer delivery consisted of placing an array of three identical stimuli in front of the participant. Within each session the three stimuli were held constant, but varied across sessions. In the experimenter-selected condition, each reinforcer delivery consisted of an array of three identical stimuli being placed in front of the participant. Within each session, the three stimuli were presented in an order predetermined by the experimenter such that, on average, each stimulus was available every third reinforcer delivery. For both individuals, the participantselected condition resulted in lower average rates of challenging responses and slightly higher average free-operant response rates. No diAerences in responding were noted between the constant condition and the experimenter-selected condition. #1998 John Wiley & Sons, Ltd. Individuals with severe disabilities frequently require dense reinforcement for both skill acquisition and the reduction of challenging behaviors. Finding and maintaining eAective reinforcers are essential for eAective intervention. Most reinforcement procedures used in applied settings are derived from basic animal research in which establishing operations, such as deprivation, were manipulated (Michael, 1982). Although there is some evidence that manipulating establishing operations can aAect responding in individuals with developmental disabilities

Functional analysis and treatment of screaming in a young girl with severe disabilities

Descriptive assessments suggested that the screaming of a 6-year-old girl with autism and severe mental retardation was maintained by automatic reinforcement. During two phases of a functional analysis, differentiation across experimental conditions was not achieved. Levels of screaming decreased across sessions in all experimental conditions. A time-out treatment procedure led to a rapid decrease in screaming. Copyright

Increasing the efficiency of paired-stimulus preference assessments by identifying categories of preference

A paired-stimulus preference assessment was conducted for 6 individuals with developmental disabilities. We selected stimuli that were representatives of 4 categories: chocolate, salty and crunchy, gummy, and fruit and vegetable. For all 6 participants, at least 3 of the 5 most preferred items came from the same category. On subsequent reinforcer assessments, items from the highest ranked preference category, some of which were included in the preference assessments and some of which were not, functioned as reinforcers. These findings suggest that after categories of preferred items are identified, clinicians may be able to identify reinforcers for some individuals without conducting additional assessments.

Reinforcement Arrangements for Learners with Autism Spectrum Disorder

Reinforcement is a process by which a consequence, a reinforcer, follows a response and increases the future likelihood of that response under similar conditions. Parents, teachers, clinicians, and other caregivers use reinforcement-based procedures in educational and therapeutic arrangements for individuals with autism spectrum disorder (ASD) to increase desirable behavior and to reduce the frequency of undesirable behavior. The precision and ultimate success of these procedures depends on selecting the right reinforcers and arranging their delivery in an effective fashion. Thus, understanding how to identify and arrange reinforcers, as well as the variables that influence the effectiveness of reinforcers, are critical to designing and implementing effective reinforcement-based interventions.

A Further Evaluation of Choice of Task Sequence

Although choice of task has been effective in reducing noncompliance, it may provide an opportunity to escape from less-preferred tasks. We used a reversal design to evaluate the effects of choice of a low-preference task sequence on noncompliance, task engagement, and duration to complete activities across two individuals with autism spectrum disorder and one participant with a speech and language impairment. Choice of task sequence effectively reduced noncompliance across two participants. For the third participant, choice was initially effective although treatment effects failed to replicate. Task engagement was greater during choice than the no-choice condition for one participant, while there were no meaningful differences for the remaining two participants. Duration to complete tasks was similar across conditions across participants. During choice, noncompliance generalized to a novel teacher and the effects maintained across two participants. Social validity of the procedures and outcomes were assessed and found to be favorable.