Assessing preference for types of social interaction

Evaluation of a discrimination training procedure for establishing praise as a reinforcer

We evaluated the effects of a discrimination training procedure for establishing praise as a reinforcer for three children with autism spectrum disorder. After establishing two praise words as discriminative stimuli and two nonsense words as S-deltas, we evaluated whether the stimuli then functioned as reinforcers by presenting each stimulus as a consequence for a new response. The results demonstrated that previously neutral praise words functioned as reinforcers and nonsense words did not. As in previous studies on establishing reinforcers, the effects were transitory, and praise words did not continue to function as reinforcers after repeated exposure without discrimination training. Recommendations are provided for future research and maintaining reinforcement effects.

A Continuum of Methods for Assessing Preference for Conversation Topics

Among individuals with a diagnosis of autism spectrum disorders (ASD), conversation topic preference could influence social skills in many ways. For example, an individual with advanced vocal-verbal skills, but just learning to join a conversation, might be less inclined to participate if the topic chosen is not preferred. However, commonly used preference assessment procedures have not been applied to evaluating conversation-topic preferences. Therefore, the purpose of the current experiment was to conduct three different types of assessments that varied in efficiency, the degree of certainty they allow, and clients with whom they are likely to be applicable and acceptable. In particular, we conducted a self-report preference assessment, a multiple-stimulus-without-replacement (MSWO) preference assessment, and a response restriction conversation assessment (RRCA). Each assessment identified a preferred topic of conversation, but the RRCA was the only assessment that was able to differentiate which topics would maintain a conversation. Implications for assessment and intervention procedures related to complex social skills are discussed and directions for future research are proposed.

A review of methods of assessing preference for social stimuli

Research on preference and reinforcer assessments has historically focused on the evaluation of edible and leisure reinforcers, but the identification and use of individualized social reinforcers may be beneficial for several reasons. Recently, many studies have evaluated methods of assessing preference for social stimuli. The procedures and outcomes across these studies have varied greatly, and the current state of evidence for methods of assessing preference for social stimuli remains unclear. Thus, we conducted a review to synthesize all previous research in this area, evaluate the evidence for the utility of this general methodology, and identify factors that may influence its utility. Our results suggest that social preference assessments are likely to produce results that correspond with reinforcer assessment hierarchies. Preference assessment modality was one factor that influenced utility; video-based preference assessments had greater correspondence with reinforcer assessments than did other modalities. Directions for future research and implications for the use of social preference assessments in research and practices are discussed.

Evolutionary dynamics under partner preferences

The fact that people often have preference rankings for their partners is a distinctive aspect of human behavior. Little is known, however, about how this talent as a powerful force shapes human behavioral traits, including those which should not have been favored by selection, such as cooperation in social dilemma situations. Here we propose a dynamic model in which network-structured individuals can switch their interaction partners within neighborhoods based on their preferences. For the partner switching, we propose two interruption regimes: dictatorial regime and negotiating regime. In the dictatorial regime, focal individuals are able to suspend interactions out of preferences unilaterally. In the negotiating regime, either focal individuals or the associated partners agree to suspend, then these interactions can be successfully suspended. We investigate the evolution of cooperation under both preference-driven partner switching regimes in the context of both the weakened variant of the donation game and the standard one. Specifically, we theoretically approximate the critical conditions for cooperation to be favored by weak selection in the weakened donation game where cooperators bear a unit cost to provide a benefit for each active neighbor and simulate the evolutionary dynamics of cooperation in the standard donation game to test the robustness of the analytical results. Under dictatorial regime, selection of cooperation becomes harder when individuals have preferences for either cooperator or defector partners, implying that the expulsion of defectors by cooperators is overwhelmed by the chasing of defectors towards cooperators. Under negotiating regime, both preferences for cooperator and defector partners can significantly favor the evolution of cooperation, yet underlying mechanisms differ greatly. For preferences over cooperator partners, cooperator-cooperator interaction relationships are reinforced and the associated mutual reciprocity can resist and assimilate defectors. For preferences over defector partners, defector-defector interaction relationships are anchored, weakening defectors' exploitation over cooperators. Cooperators are thus offered much time space to interact among cospecies and spread. Our work may help better understand the critical role of preference-based adaptive partner switching in promoting the evolution of cooperation.

Advancing Methods in Animal-Assisted Intervention: Demonstration of Starting Points in Clinical Practice for Children with Autism Spectrum Disorder

Therapy animals have been frequently included in interventions for children with autism spectrum disorder (ASD); however, direct and systematic procedures such as assessing preference for and reinforcing efficacy of the animals are rarely conducted. Assessing preference for stimuli is valuable when determining how to make interventions for children with ASD most effective. We conducted paired-stimulus preference assessments and follow-up reinforcer assessments to determine if a therapy dog might be an effective reinforcer. We found one third of participants preferred the dog the least, one third of participants moderately preferred the dog, and one third of participants highly preferred the dog relative to other stimuli. Furthermore, we found preference predicted reinforcing efficacy for five of six participants. We suggest clinicians systematically conduct assessments to clearly identify the role of the therapy animal, to improve quality of, and demonstrate efficacy of interventions including animals for clinical populations.

Increasing social time allocation and concomitant effects on mands, item engagement, and rigid or repetitive behavior

Recent research has developed methods of assessing the function of generic, nonindividualized social interactions. The purpose of this type of assessment is to provide a measure of how an individual may respond to the types of interactions readily available in the natural environment. To date, no research has evaluated how the social time allocation of individuals for whom generic interactions are neutral or aversive could be improved. Moreover, no research has included additional dependent variables that may be functionally related to social time allocation. In the current study, we evaluated the effects of initiating preferred, individualized social interactions on the social time allocation of 3 participants for whom generic interactions functioned as neutral or aversive stimuli. The intervention increased social time allocation for all 3 participants. Next, we evaluated the relation between social time allocation and the occurrence of mands, item engagement, and rigid or repetitive behavior using the intervention data as well as secondary analyses of previously published datasets. The occurrence of mands and rigid or repetitive behaviors changed with improvements in social time allocation and were strongly correlated with social time allocation across participants. Implications for future research on, and the clinical use of, this type of assessment and intervention are discussed.

Exploring the relationship between student engagement and authentic learning during COVID-19

Social Networking Sites (SNSs) such as WeChat or Facebook, can facilitate university students in learning, especially during a deadly epidemic period such as COVID-19. Student engagement is a challenging task for educators in internet-enabled technology-enhanced learning platforms. This research attempts to identify the relationship between student engagement and authentic learning during COVID-19 through the Theory of Planned Behavior (TPB) as a theoretical base. Quantitative data were collected (n = 285) using an online survey technique with the students from a recognized university in China. All six proposed hypotheses, including a moderating and two mediating variables were found to be supported. The findings indicated that constructs such as affective engagement (AE) and social engagement (SE) are significant predictors of social interaction (SI) that may lead to accomplish authentic learning task (ALTask). Further, lack of attention (LAN) was found to significantly moderate social interaction and authentic learning tasks during COVID-19.

Evaluating the effects of social interaction on the results of preference assessments for leisure items

A variable that may influence the outcomes of stimulus preference assessments (SPAs) is whether social interaction is provided during the stimulus access period. In Experiment 1, we compared the outcomes of a Solitary paired stimulus preference assessment (PSPA) (toys only), Social PSPA (toys plus social interaction), and Combined PSPA (toys alone and toys plus social interaction) to determine whether the addition of social interaction influenced preference for toys in preschool children. In Experiment 2, we conducted a concurrent-operant reinforcer assessment to compare the reinforcing efficacy of stimuli with and without social interaction. Experiment 1 showed preference for toys was stable across assessments (Solitary and Social PSPAs) and most participants preferred toys plus social interaction when compared in a single assessment (Combined PSPA). Experiment 2 showed that results of the Combined PSPA in Experiment 1 predicted the outcome of most participants' reinforcer assessments.

Adapting Direct Services for Telehealth: A Practical Tutorial

Due to the pandemic brought on by the novel coronavirus (COVID-19), consumers of applied behavior-analytic interventions may be experiencing disrupted access to services. In response to the need for services, behavior analysts and therapists may find themselves treading unchartered waters as they use telehealth to provide direct intervention to consumers. Direct service provision via telehealth extends beyond the bounds of existing telehealth research, which primarily focuses on caregiver training and consultation. In the transition to telehealth, behavior analysts can consider how to adapt an existing evidence base of behavior-analytic strategies from a face-to-face format to intervention via a teleconferencing platform (i.e., Zoom). In this tutorial, we provide practice recommendations, task analyses, and a curated list of Zoom walk-throughs to help behavior analysts construct conceptually systematic learning opportunities in their direct telehealth services. Leveraging teleconferencing features to provide behavior-analytic intervention directly to consumers could spur future research to support these need-inspired practices and guide telehealth applications during and beyond the current pandemic.

Supplementary Information

The online version contains supplementary material available at 10.1007/s40617-020-00529-5.

Evaluating the function of social interaction for children with autism

Several researchers have assessed whether or not social interaction is reinforcing; however, few studies have evaluated methods of assessing whether social interactions function as reinforcing, neutral, or aversive stimuli. We extend this research by evaluating a new method of assessing the function of social interaction. Twenty-one children diagnosed with Autism Spectrum Disorder (ASD) participated. Social interactions were found to function as reinforcers for 9 participants, neutral stimuli for 7 participants, and aversive stimuli for 5 participants. The method evaluated was found to be more efficient, may be more feasible, and was similarly as decisive as methods evaluated in previous research. Implications of this study and its methodology as well as future directions in this line of research are discussed.

Preference for and reinforcing efficacy of different types of attention in preschool children

It is unknown whether and to what extent common types of attention delivered in early childhood environments are preferred by and function as reinforcers for young children. We assessed children's preference for commonly delivered types of attention across 31 preschool-aged participants (Experiment 1). Next, we conducted a reinforcer assessment (Experiment 2) and a progressive-ratio assessment (Experiment 3) to (a) validate the results of the preference assessment and (b) determine the relative reinforcing efficacy of each type of attention. Results of Experiment 1 showed that most participants preferred conversation or physical interaction. Results of Experiment 2 validated the results of Experiment 1 showing preferred types of attention were more likely to function as reinforcers. Finally, although some types of attention functioned as reinforcers, results of Experiment 3 indicated these reinforcers only maintained responding under relatively dense schedules of reinforcement. Clinical implications and directions for future research are discussed.