Direct Preference Assessments
WHAT IS IT? Identifies objects, items, or activities that are reinforcing or have been reinforcing in the past for
individual learners. Direct Assessments are more accurate when compared to indirect assessments due to testing vs. asking.
WHY IS IT
• Identify what a person prefers.
• Identify the preference value (high vs. low).
• Identifies conditions under which those preference value changes.
IMPORTANT? •
•
Gives direct feedback from the student’s perspective.
A reinforcement program will not be successful unless the learner is
highly motivated by the reinforcers.
• When students do not respond to rewards or cannot express to which
item they would like to work for.
• When nothing seems to motivate the student. WHEN CAN
IT BE USED?
• When a student is disinterested in school work, following directives,
rules, expectations, etc.
• As part of developing a Behavior Intervention Plan (BIP).
HOW TO IMPLEMENT?
• Select 6-8 items to use for the assessment.
• Make a data sheet.
• When doing assessments stick with food with food, drinks with drinks, tangible items with tangible. Avoid intermixing type of items.
• If using tangible items set a time limit for minimum and maximum time to manipulate or play with item.
• Single-Stimulus (Successive Choice)- target stimuli across all sensory systems. Present each item at a time in random order. Record
student’s reaction to each item. Present each item several times (2-5). Record yes/no, frequency, or duration.
• Forced Choice- Randomly assign the stimuli numbers from 1-8 and write the names on the data sheet. Have items readily available
but out of reach of your participant. Present two items or activities simultaneously. All items are paired systematically with every other
item in a random order to ensure completeness. For each pair of items, the individual is asked to choose one.
• Multiple Choice- Provide an array of items. Rank order what the student engages in first and the time spent with the item. You can
choose to remove the item once done or re-arrange the array of items to see if student chooses the same again.
• The most frequently selected item or most time spent with an item will likely be your most potent reinforcer.
DeLeon, I. G., & Iwata, B. A. (1996). Evaluation of a multiple-stimulus presentation format for
REFERENCES
assessing reinforce preferences. Journal of Applied Behavior Analysis, 29, 579-533.
Fisher, W. W., Piazza, C. C., Bowman, L. G., Hagopian, L. P., Owens, J. C., & Slevin, I. (1992).
A comparison of two approaches for identifying reinforcers for persons with severe and profound disabilities. Journal of
Applied Behavior Analysis, 25, 491-498.
Graff, R. B., & Karsten, A. M. (2012). Evaluation of a self-instruction package for conducting stimulus preference assessment.
Journal of Applied Behavior Analysis, 45, 69-82.
Pace, G. M., Ivancic, M. T., Edwards, G. I., Iwata, B. A., & Page, T. J. (1985). Assessment of
stimulus preference and reinforcer value with profoundly retarded individuals. Journal of Applied Behavior Analysis, 18,
249-255.
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