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Cook JL, Baruni RR, Pinkston JW, Rapp JT, Miltenberger RG, Deshmukh S, Walker E, Tai S. Comparing stimulus preference and response force in a conjugate preparation: A replication with auditory stimulation. J Exp Anal Behav 2024; 122:11-24. [PMID: 38724460 DOI: 10.1002/jeab.915] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2023] [Accepted: 04/14/2024] [Indexed: 07/03/2024]
Abstract
This study examined a conjugate approach for evaluating auditory stimulus preference for 81 participants using force as a continuous response dimension. First, the researchers used a verbal preference assessment to evaluate each participant's preference for listening to five genres of music. This process identified high-preference and low-preference music for each participant. Thereafter, the researchers exposed each participant to the five music genres in a randomized order while using a hand dynamometer to measure their response force to increase the auditory clarity of the music. The results indicate (a) 63% of the participants' high-preference music genres corresponded to the genre for which they exerted the highest mean force and (b) most participants' low-preference music genres corresponded to the genre for which they exerted the lowest mean force. These findings are consistent with those from Davis et al. (2021) and further support using conjugate preparations for measuring the relative value of some stimulus events.
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Affiliation(s)
- Jennifer L Cook
- Department of Psychology, University of Manitoba, Winnipeg, MB, Canada
| | - Rasha R Baruni
- Department of Psychology, University of Manitoba, Winnipeg, MB, Canada
| | - Jonathan W Pinkston
- Department of Applied Behavioral Science, University of Kansas, Lawrence, KS, USA
| | - John T Rapp
- Department of Psychological Sciences, Auburn University, Auburn, AL, USA
| | | | - Shreeya Deshmukh
- Department of Child and Family Studies, University of South Florida, Tampa, FL, USA
| | - Emma Walker
- Department of Child and Family Studies, University of South Florida, Tampa, FL, USA
| | - Sharayah Tai
- Department of Child and Family Studies, University of South Florida, Tampa, FL, USA
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O’Brien MJ, Pauls AM, Schieltz KM, McComas JJ, Ringdahl JE. Mand Modality Preference Assessments among High- and Low-Tech Options for Individuals with Intellectual and Developmental Disabilities: A Systematic Review. Behav Anal Pract 2024; 17:228-245. [PMID: 38405296 PMCID: PMC10891038 DOI: 10.1007/s40617-023-00829-6] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/18/2023] [Indexed: 02/27/2024] Open
Abstract
The extant literature demonstrates that individuals with intellectual and developmental disabilities (IDD) exhibit preferences among communication modalities when multiple modalities are available and produce reinforcement on identical reinforcement schedules. High- and low-tech communication options, such as voice output devices and picture cards, are commonly recommended for individuals with limited vocal communication skills. In this study, we conducted a systematic literature review of research studies that implemented mand modality preference assessments (MMPAs) that included both a high- and low-tech communication option with individuals with IDD. We identified 27 studies meeting our inclusion criteria and summarized the participant demographics, MMPA design and procedural variations, and MMPA outcomes. The results suggested that high-tech communication options were generally more preferred over low-tech options. However, there was a high degree of variability in how the studies were conducted and conclusions were reached. We discuss some of the current research gaps and the implications for clinical practice.
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Affiliation(s)
- Matthew J. O’Brien
- University of Iowa, Iowa City, IA USA
- University of Iowa Stead Family Department of Pediatrics, Iowa City, IA USA
- 146 CDD, University of Iowa Stead Family Children’s Hospital, Iowa City, IA 52242 USA
| | | | - Kelly M. Schieltz
- University of Iowa, Iowa City, IA USA
- University of Iowa Stead Family Department of Pediatrics, Iowa City, IA USA
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Girtler SN, Unholz-Bowden EK, Shipchandler A, Kolb RL, McComas JJ. Use of Augmentative and Alternative Communication by Individuals with Rett Syndrome Part 1: Page-Linking. JOURNAL OF DEVELOPMENTAL AND PHYSICAL DISABILITIES 2024; 36:125-145. [PMID: 38449899 PMCID: PMC10917134 DOI: 10.1007/s10882-023-09903-x] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 03/09/2023] [Indexed: 03/08/2024]
Abstract
Although the last decade has welcomed evidence that individuals with Rett syndrome (RTT) can communicate using alternative and augmentative communication (AAC), less is known about effective procedures for teaching various component skills required for expressive communication of individuals with complex communication needs. The purpose of the current study was to evaluate the effects of systematic individualized instruction procedures on the page-linking skills of individuals with RTT. A nonconcurrent multiple baseline design across participants was used to evaluate independent and accurate responding utilizing both a high-tech and low-tech AAC device for three participants. All sessions were conducted in the participants' homes by their parents with remote coaching from a researcher via telehealth. Results indicated that for all three participants, individualized procedures that included behavior chaining, differential reinforcement, and delayed prompting were effective for teaching page-linking in both a high-tech and a low-tech AAC device. Directions for future research and practice are discussed.
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Affiliation(s)
- Shawn N. Girtler
- University of Minnesota, Department of Educational Psychology, 56 E River Rd., Minneapolis, MN 55455, USA
| | - Emily K. Unholz-Bowden
- University of Minnesota, Department of Educational Psychology, 56 E River Rd., Minneapolis, MN 55455, USA
| | - Alefyah Shipchandler
- University of Minnesota, Department of Educational Psychology, 56 E River Rd., Minneapolis, MN 55455, USA
| | - Rebecca L. Kolb
- University of Minnesota, Department of Educational Psychology, 56 E River Rd., Minneapolis, MN 55455, USA
| | - Jennifer J. McComas
- University of Minnesota, Department of Educational Psychology, 56 E River Rd., Minneapolis, MN 55455, USA
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Peters RJ, Richling SM, Rapp JT, Ethridge AN. Could Preference Indifference be a Social Behavioral Marker for Foster Youth? A Potential Alternative use for Preference Assessments. BEHAVIOR AND SOCIAL ISSUES 2023. [DOI: 10.1007/s42822-023-00122-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/11/2023]
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5
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Advancing Methods in Animal-Assisted Intervention: Demonstration of Starting Points in Clinical Practice for Children with Autism Spectrum Disorder. Behav Anal Pract 2022; 16:145-155. [PMID: 37006431 PMCID: PMC10050646 DOI: 10.1007/s40617-022-00704-w] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/16/2022] [Indexed: 10/18/2022] Open
Abstract
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.
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Kanaman NA, Hubbs AL, Dozier CL, Jones BA, Foley E, Brandt JA. Evaluating the effects of social interaction on the results of preference assessments for leisure items. J Appl Behav Anal 2021; 55:430-450. [PMID: 34958457 DOI: 10.1002/jaba.897] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/20/2021] [Revised: 11/28/2021] [Accepted: 11/28/2021] [Indexed: 11/12/2022]
Abstract
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.
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Affiliation(s)
| | - Amber L Hubbs
- Department of Applied Behavioral Science, University of Kansas
| | | | - Brooke A Jones
- Department of Applied Behavioral Science, University of Kansas
| | - Elizabeth Foley
- Department of Applied Behavioral Science, University of Kansas
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Bergmann S, Toussaint KA, Niland H, Sansing EM, Armshaw G, Baltazar M. Adapting Direct Services for Telehealth: A Practical Tutorial. Behav Anal Pract 2021; 14:1010-1046. [PMID: 34659652 PMCID: PMC8509939 DOI: 10.1007/s40617-020-00529-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/05/2020] [Indexed: 11/24/2022] Open
Abstract
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.
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Affiliation(s)
- Samantha Bergmann
- Department of Behavior Analysis, University of North Texas, 1155 Union Circle #310919, Denton, TX 76203 USA
| | - Karen A. Toussaint
- Department of Behavior Analysis, University of North Texas, 1155 Union Circle #310919, Denton, TX 76203 USA
| | - Haven Niland
- Department of Behavior Analysis, University of North Texas, 1155 Union Circle #310919, Denton, TX 76203 USA
- UNT Kristin Farmer Autism Center, University of North Texas, Denton, TX USA
| | - Elizabeth M. Sansing
- Department of Behavior Analysis, University of North Texas, 1155 Union Circle #310919, Denton, TX 76203 USA
- UNT Kristin Farmer Autism Center, University of North Texas, Denton, TX USA
| | - Gabriel Armshaw
- Department of Behavior Analysis, University of North Texas, 1155 Union Circle #310919, Denton, TX 76203 USA
- UNT Kristin Farmer Autism Center, University of North Texas, Denton, TX USA
| | - Marla Baltazar
- Department of Behavior Analysis, University of North Texas, 1155 Union Circle #310919, Denton, TX 76203 USA
- UNT Kristin Farmer Autism Center, University of North Texas, Denton, TX USA
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Curiel H, Curiel ESL, Adame A, Li A. Multiple‐stimulus‐without‐replacement preference assessment tool. BEHAVIORAL INTERVENTIONS 2020. [DOI: 10.1002/bin.1732] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Hugo Curiel
- Department of Psychological Science University of Texas Rio Grande Valley Edinburg Texas USA
| | - Emily S. L. Curiel
- Department of Human Development and School Services University of Texas Rio Grande Valley Edinburg Texas USA
| | - Antonio Adame
- Department of Computer Science University of Texas Rio Grande Valley Edinburg Texas USA
| | - Anita Li
- Department of Psychology Western Michigan University Kalamazoo Michigan USA
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Morris SL, Vollmer TR. A comparison of picture and GIF‐based preference assessments for social interaction. J Appl Behav Anal 2020; 53:1452-1465. [DOI: 10.1002/jaba.680] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/29/2019] [Accepted: 11/14/2019] [Indexed: 11/09/2022]
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10
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A Pilot Evaluation of a Treatment Package to Teach Social Conversation via Video-Chat. J Autism Dev Disord 2019; 49:3316-3327. [DOI: 10.1007/s10803-019-04055-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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Curiel H, Poling A. Web-based stimulus preference assessment and reinforcer assessment for videos. J Appl Behav Anal 2019; 52:796-803. [PMID: 31219192 DOI: 10.1002/jaba.593] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/19/2018] [Accepted: 04/03/2019] [Indexed: 11/08/2022]
Abstract
This study replicated and extended the use of a web-based multiple-stimulus-without-replacement preference assessment (Curiel, Curiel, Li, Deochand, & Poling, 2018) by adding a web-based single-operant reinforcer assessment. Five adults diagnosed with autism spectrum disorder participated in this study. The web-based program identified preference hierarchies for 4 of the 5 participants, and the single-operant reinforcer assessment confirmed that the highly preferred videos functioned as reinforcers. Advantages of computer-based stimulus preference and reinforcer assessments are discussed.
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Hoffmann AN, Brady AM, Paskins RT, Sellers TP. Using Pictures Depicting App Icons to Conduct an MSWO Preference Assessment on a Tablet Device. Behav Anal Pract 2019; 12:335-342. [PMID: 31976239 DOI: 10.1007/s40617-018-00309-2] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022] Open
Abstract
Identifying preferred content on tablet devices may be important when using such devices in programming. This study included six adults with disabilities and examined using laminated picture cards depicting application (app) icons to conduct multiple-stimulus without replacement (MSWO) preference assessments of iPad content. Following identification of preference hierarchies, we conducted reinforcer assessments to validate preference assessment results by demonstrating that selected apps functioned as reinforcers. We identified preference hierarchies for all participants, and the highest preferred app functioned as a reinforcer for a vocational task in five out of six participants' reinforcer assessments.
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Affiliation(s)
- Audrey N Hoffmann
- 1Department of Education, Northern Vermont University-Johnson, 337 College Hill, Johnson, VT 05656-9741 USA
| | - Anna M Brady
- 2Department of Special Education and Rehabilitation, Utah State University, Logan, UT USA
| | - Ryan T Paskins
- 2Department of Special Education and Rehabilitation, Utah State University, Logan, UT USA
- 3Present Address: Department of Rehabilitation and Counseling, University of Wisconsin-Stout, Menomonie, WI USA
| | - Tyra P Sellers
- 2Department of Special Education and Rehabilitation, Utah State University, Logan, UT USA
- Present Address: Behavior Analyst Certification Board, Littleton, CO USA
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Heinicke MR, Carr JE, Copsey CJ. Assessing preferences of individuals with developmental disabilities using alternative stimulus modalities: A systematic review. J Appl Behav Anal 2019; 52:847-869. [PMID: 31045241 DOI: 10.1002/jaba.565] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/16/2017] [Accepted: 03/14/2019] [Indexed: 11/10/2022]
Abstract
The purpose of this systematic review was to identify investigations comparing the efficacy of alternative modality (e.g., pictorial, verbal, video) stimulus preference assessments for individuals with developmental disabilities. We identified articles by searching peer-reviewed journals using the PsycINFO and ERIC databases, conducting table of contents searches of common behavioral outlets, and conducting ancestral searches of recent reviews and practitioner summaries of preference assessment methodology. A total of 32 articles met our inclusion criteria. These studies were then coded across a variety of features to gain a better understanding of the efficacy of alternative format preference assessments for individuals with developmental disabilities. In addition, we reviewed this literature for the use of prerequisite-skill assessments and contingent-reinforcer access to further investigate the relation between these variables and the accuracy of pictorial, verbal, and video preference assessments. A variety of methodological concerns are discussed as well as suggestions for future research.
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Curiel H, Curiel ESL, Li A, Deochand N, Poling A. Examining a Web-Based Procedure for Assessing Preference for Videos. Behav Anal Pract 2018; 11:406-410. [PMID: 30538916 DOI: 10.1007/s40617-018-0210-7] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022] Open
Abstract
A web-based program was developed to conduct brief multiple-stimulus without replacement preference assessments for videos (e.g., movies, cartoons, music videos). The preference assessment program was used with two populations: young adults with developmental disabilities and school-age children with emotional and behavioral needs. Stimulus preference hierarchies were identified for all participants, indicating that a web-based preference assessment procedure is an efficient procedure for isolating highly preferred videos, which might be useful as reinforcers in a variety of settings.
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Affiliation(s)
- Hugo Curiel
- 1Department of Psychology, Western Michigan University, 1903 W. Michigan Ave, Kalamazoo, MI 49008-5258 USA
| | - Emily S L Curiel
- 2Department of Special Education and Literacy Studies, Western Michigan University, 1903 W. Michigan Ave, Kalamazoo, MI 49008-5258 USA
| | - Anita Li
- 1Department of Psychology, Western Michigan University, 1903 W. Michigan Ave, Kalamazoo, MI 49008-5258 USA
| | - Neil Deochand
- 3School of Human Services, University of Cincinnati, 2600 Clifton Ave, Cincinnati, OH 45220 USA
| | - Alan Poling
- 1Department of Psychology, Western Michigan University, 1903 W. Michigan Ave, Kalamazoo, MI 49008-5258 USA
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Brodhead MT, Kim SY, Rispoli MJ. Further examination of video-based preference assessments without contingent access. J Appl Behav Anal 2018; 52:258-270. [PMID: 30238441 DOI: 10.1002/jaba.507] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/25/2017] [Accepted: 08/29/2018] [Indexed: 11/06/2022]
Abstract
The first purpose of this study was to attempt to replicate previous findings that video-based preference assessments without access to selected stimuli may accurately predict relative reinforcing efficacy of stimuli. To do this, we conducted a concurrent operant reinforcer assessment in which we evaluated the relative reinforcing value of highly preferred and less preferred items identified in a video-based preference assessment. The second purpose of this study was to begin to evaluate the potential behavioral mechanisms responsible for the validity of this assessment. To conduct this analysis, we evaluated the relative reinforcing value of those same stimuli depicted in video format and then compared results to results obtained during the reinforcer assessment for tangible stimuli. For all five participants, stimuli identified as highly preferred functioned as reinforcers, and four of five participants, responding during the reinforcer assessment was similar in the presence of tangible stimuli and videos depicting those stimuli.
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Abstract
A primary effort of preference assessment research has been to develop strategies to identify potential reinforcers for educational, social, and behavioral programming for individuals with disabilities, including children with autism. However, little attention has been paid to the identification of preferred stimuli children with autism may not have previous experience with. The purpose of this study was to evaluate the extent to which a video-based preference assessment may accurately identify preference for novel stimuli. We compared the results of the video-based preference assessment with no access to novel stimuli to the results of a preference assessment conducted in a tangible format with access. We then conducted the same video-based preference assessment a second time to evaluate the extent to which exposure to stimuli affected assessment results. The results provide preliminary support that a video-based preference assessment may accurately identify preference for novel stimuli. Implications and future directions are discussed.
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Affiliation(s)
- Matthew T Brodhead
- a Department of Educational Studies , Purdue University , West Lafayette , Indiana , USA
| | - Mandy J Rispoli
- a Department of Educational Studies , Purdue University , West Lafayette , Indiana , USA
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Guérin NA, Rodriguez KE, Brodhead MT, O'Haire ME. Assessing Preferences for Animals in Children with Autism: A New Use for Video-Based Preference Assessment. Front Vet Sci 2017; 4:29. [PMID: 28344974 PMCID: PMC5344888 DOI: 10.3389/fvets.2017.00029] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/08/2016] [Accepted: 02/17/2017] [Indexed: 11/13/2022] Open
Abstract
The inclusion of animals into interventions for children with autism spectrum disorder (ASD) is a growing practice known as animal-assisted intervention (AAI). The choice of the animal to include in an intervention is often solely up to the interventionist and depends on their experience, subjective judgment, and ease of access to different animals. For individuals with ASD who are non-verbal and unable to indicate preferred stimuli or activities, incorporating preference into interventions has been linked to increases in positive behaviors and enhanced quality of life. We propose that animal choice based on a participant's preference may enhance the experience of AAI and maximize its outcomes. A common technique used to reliably determine preferred interactions and activities in interventions for children with ASD is a stimulus preference assessment. The video-based multiple-stimulus without replacement (MSWO) procedure, in particular, allows for discrimination of complex stimuli that could not feasibly be presented all at once, which is the case when choosing an animal. Based on the well-documented reliability of this technique in the field of applied behavior analysis, we propose that a future direction in AAI is utilizing video-based MSWO to guide animal selection.
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Affiliation(s)
- Noémie A Guérin
- Center for the Human-Animal Bond, Department of Comparative Pathobiology, College of Veterinary Medicine, Purdue University , West Lafayette, IN , USA
| | - Kerri E Rodriguez
- Center for the Human-Animal Bond, Department of Comparative Pathobiology, College of Veterinary Medicine, Purdue University , West Lafayette, IN , USA
| | - Matthew T Brodhead
- Department of Counseling, Educational Psychology, and Special Education, Michigan State University , East Lansing, MI , USA
| | - Marguerite E O'Haire
- Center for the Human-Animal Bond, Department of Comparative Pathobiology, College of Veterinary Medicine, Purdue University , West Lafayette, IN , USA
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Brodhead MT, Abston GW, Mates M, Abel EA. Further refinement of video-based brief multiple-stimulus without replacement preference assessments. J Appl Behav Anal 2016; 50:170-175. [PMID: 27766655 DOI: 10.1002/jaba.358] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/14/2015] [Accepted: 05/05/2016] [Indexed: 11/09/2022]
Abstract
We compared the results of a brief video-based multiple-stimulus without replacement preference assessment with no access to chosen activities (MSWO-NO) to the results of the same assessment with access (MSWO-WA) with four children with autism. We also compared instructor rankings of activities to MSWO-WA results. Strong to moderate correlations between MSWO-NO and MSWO-WA assessment results were found across all participants. The correlation between MSWO-WA and instructor rankings ranged from strong to low across all participants. Implications and directions for future research are discussed.
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Chebli SS, Lanovaz MJ. Using Computer Tablets to Assess Preference for Videos in Children with Autism. Behav Anal Pract 2016; 9:50-3. [PMID: 27606238 DOI: 10.1007/s40617-016-0109-0] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022] Open
Abstract
Using computer tablets, we assessed preference for videos in five children with autism spectrum disorder (ASD). Then, we provided access to most preferred and less preferred videos contingent on sitting on one of two chairs within a concurrent schedule design. All participants spent consistently more time sitting on the chair associated with the video selected the most often during the preference assessment, indicating that practitioners may use the tablet-based assessment procedure to identify potential video reinforcers for children with ASD in applied settings.
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Affiliation(s)
- Sabine S Chebli
- École de Psychoéducation, Université de Montréal, C.P. 6128, Succursale Centre-Ville, Montreal, QC H3C 3J7 Canada
| | - Marc J Lanovaz
- École de Psychoéducation, Université de Montréal, C.P. 6128, Succursale Centre-Ville, Montreal, QC H3C 3J7 Canada
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