Chapter 5- Preferance Assessments

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Apr 3, 2024

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Brittney Hackett Wilczynski Text Learning Assignment #1 SPCE 680 Section 819
Chapter 5: Preference Assessments In chapter 5: Client Preferences, I learned that people like to be given options no matter their age. Preference assessments serves to help meet ethical and legal obligation goals of clients. By providing options, clients can give consent for interventions and be involved in their treatment. Preference assessments are used to identify reinforcers as motivation for clients, for session plans that are in place. For example, a child may be more willing and compliant to complete a task if they know a known reinforcer will be given to them once completed, this will maximize the effectiveness of treatment. There are different types of preference assessments, and there are prerequisites to determine the kind of preference assessment that will be used. Pre- requisites include having the capacity to make choices, having enough joint attention to participate, and the history of their problem behaviors. If a child has a side bias, I would choose to do a single stimulus preference assessment. I would present a toy to the client and record the duration of the engagement, then once they stop engaging in play with it, I will offer them another stimulus and record the same details as before. For a client who can make choices between two items but are unable to scan more than two items at a time, I would conduct a paired preference assessment. A multiple stimulus without replacement would be conducted for a client that is able to scan a larger array and is able to make choices based on higher preference. For older and higher functioning client’s preference assessments might be a little different. Center based clients can make their own schedule to ensure their preference is taken in consideration. For example, in the future I could print out a visual schedule board with two columns and have Velcro visuals, labeled time (in minutes) and task. I would have pictures of work (DTT), board games, craft, breaks, playing with peers, and playing with the technician, as well as time. At the beginning of the session, I would allow the client to put in order how he/she
would like his session to go for that day. This could also help clients understand when it is time to go home. Environmental enrichment giving a client a large selection of items that can be physically manipulated within their environment. For example, a client who engages in hand flapping, we could encourage them to squeeze their hands together or give them a stress ball. For a client who engages in mouthing or biting, we can provide them a chewy necklace to replace biting themselves or putting toys in their mouth.
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