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Previous research has commonly evaluated preference stability over time and across multiple preference assessment administrations. No studies have evaluated shifts in preference across consecutive rounds of a single preference assessment, where rounds refer to each time the experimenter resets the stimulus‐presentation array. The purpose of the present study was to examine the stability of stimulus selections across successive rounds of a multiple‐stimulus‐without‐replacement (MSWO) preference assessment with different classes of stimuli for children with autism. The study involved a secondary data analysis and calculation of preference stability across consecutive rounds using Spearman rank‐order correlation coefficients (Spearman's ρ) for 17 participants across 40 MSWO preference assessments. Patterns of preference stability were observed in 24 out of the 40 assessments (60%) indicating that children's preferences in this study were slightly more likely to be classified as stable than other observed patterns of responding. [ABSTRACT FROM AUTHOR]

Positional bias is a pattern of responding to a specific location that can be influenced by response effort and/or prior learning history. Prior research on positional bias within stimulus preference assessments have focused primarily on its use in paired stimulus assessments due to the complex nature of the multiple stimulus without replacement (MSWO) preference assessment. The present study is a secondary data analysis that utilized four different methods to measure side and center bias in a MSWO preference assessment for 19 young children with autism spectrum disorder. Participants displayed varying degrees of biased responding but collectively engaged in minimal biased responding. This study includes an analysis of the four methodologies, discussion of general patterns of responding, and general recommendations for the application of these methodologies in future research. [ABSTRACT FROM AUTHOR]

The purpose of this review was to identify and compare methodological components of preference displacement research and outcomes. We coded, categorized, and defined patterns of preference displacement for a total of 133 participants across 10 studies. We found that patterns of displacement differed within and across studies, and over 46% of participants did not engage in patterns of displacement. Therefore, the commonly held notion that edible stimuli are more likely to displace tangible stimuli is not as ubiquitous as once thought. However, due to considerable variation in methodology and reporting across reviewed studies, it is difficult to determine what variables may be responsible for obtained study outcomes. We conclude that future researchers consider the importance of each methodological variable coded in our review, and make methodological decisions in the context of the research question they are looking to answer. We also provide additional suggestions for future research and clinical practice. [ABSTRACT FROM AUTHOR]

Between 30 and 50% of individuals with Autism Spectrum Disorder (ASD) do not develop vocal language deemed functionally acceptable to meet their daily communication needs. As a result, individuals with ASD may require intervention alternatives to vocal speech, such as augmentative and alternative communication (AAC). However, very little is known about how members of the public may respond to forms of AAC. The purpose of this study was to evaluate how two commonly used AAC formats, manual sign and a selection-based speech generating device (SGD), result in access to reinforcement in the natural environment. To do this, we approached naïve adults (i.e., individuals unfamiliar with the aims of the study) and asked questions that were likely to result in reinforcement. We measured whether or not naïve adults accurately responded to each question, and we collected additional descriptive information about their reaction to that form of AAC. This study has important implications for social validity and long-term considerations of AAC. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM PUBLISHER]

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. [ABSTRACT FROM AUTHOR]

We investigated the effects of a script-fading and discrimination-training procedure on mand variability in preschoolers with autism. Participants were taught to vary their vocal mands in the presence of written scripts, a green placemat, and a lag schedule of reinforcement. They were also taught to engage in repetitive mands in the presence of the same written scripts and a red placemat. When the scripts were removed, all 3 participants continued to engage in varied manding in the presence of the green placemat and lag schedule, and they continued to engage in repetitive manding in the presence of the red placemat. When the lag schedule was also removed, 2 of the 3 participants continued to engage in varied responding in the presence of the green placemat and repetitive responding in the presence of the red placemat. Finally, all 3 participants demonstrated generalization and maintenance of mand variability during snack sessions with their peers. [ABSTRACT FROM AUTHOR]

Background/aims/methods: While there are many benefits to regular engagement in physical activity, individuals with autism spectrum disorder often do not engage in healthy levels of physical activity. The purpose of this study was to compare praise delivered through multiple means on increasing engagement in physical activity for individuals with autism spectrum disorder. A single-case alternating treatment design was used to compare two conditions for delivering praise statements, in-person and through technology, for three young adults with autism spectrum disorder and accompanying intellectual disability.Procedures/outcomes: The study consisted of training; baseline, comparison, best-treatment, thinning, and generalization phases; and social validity interviews. For each session, data were collected on the number of laps completed, duration, and resting/ending heart rates.Results/conclusions: The number of laps completed increased for all participants during intervention, however, results were mixed regarding the more effective and preferred condition. Participants who excelled in the technology condition also maintained performance levels when praise statements were thinned and generalized performance to a new setting.Implications: Praise statements can be used to increase levels of physical activity in young adults with autism spectrum disorder and intellectual disability. Exposing individuals to multiple conditions can impact their preferred method for receiving support. [ABSTRACT FROM AUTHOR]

Applied behavior analysis (ABA) involves the use of reinforcement to increase appropriate behaviors in individuals with autism spectrum disorder (ASD). Children with ASD often struggle to remain on-task when completing assignments in the academic setting. However, few studies have explored on-task behavior and attention to academic tasks in the home environment. The present research utilized a case study design and compared the relative effectiveness of material versus social reinforcement on in-home time-on-task behavior in an individual with high-functioning autism (HFA). Results indicated that the participant engaged in a higher percentage of time-on-task behaviors with the use of material reinforcement than social reinforcement in the home environment. Additionally, the participant engaged in more time-on-task behaviors over time with the use of material reinforcement, and less time-on-task behavior over time with the use of social reinforcement. These findings suggested that positive rein forcement may be an effective tool for increasing academic task motivation and on-task behavior in children with HFA. Practical implications and suggestions for future research are discussed. [ABSTRACT FROM AUTHOR]