Paired-Stimulus Preference Assessment

It is important to following carers instructions in relation to their child’s allergies and intolerances as it’s a sign of respect. Children develop a difference of likes and dislike of food. Some children prefer their food completely dry, a roast dinner, without gravy, for example. Some children also like to have each item separated on their plate, and are unable to eat their food, if it is all mushed together. Some children also don’t like certain textures, such as bits in their yoghurt/soup, crunchy bits, or tough meats, or hard to chew. Taste can change often, with some time, but it is important that we offer alternatives for children who dislike those certain foods that is offered to them.

In these circumstances, when parents attempt to limit children’s ingestion of these foods, they may be inadvertently be reinforcing the children’s desire to consume these unhealthy nutriments (Birch & Fisher, 1998). Other investigators have concluded that when parents leave food selection to the preference of the child, the children often choose a sizable quantity of food of meager nutritional value (Klesges, Stein, Eck, Isbell, & Klesges, 1991).

A single-stimulus preference assessment is conducted by presenting a single stimulus to an individual and noting their reaction to it. This type of assessment is generally used with individuals that have difficulty selecting from two or more stimulus choices.

Describe how and when to seek additional guidance about and individual’s choice of food and drink.

A key problem for John, the 10 year old child, is that he does not like eating sandwiches. Taste preferences cannot be controlled completely. However, John may benefit from being in a positive environment while he eats and has a bit of control over what he eats so that he may learn to listen to what his body wants and what his body needs. The younger sibling, Jamie, poses no problems or issues with regards to nutrition. Jennifer, has the issue of keeping up her nutrition as she needs to maintain an optimal nutritional diet in order to have her baby developed healthily and maintain proper growth. Furthermore, once her child is born, it may be wise to follow the idea that using food as a reward or punishment, as well as encouraging could lead to negative effects on the child’s nutritional eating patterns and over/under-eating as well as a picky eater, which

The Open University (2014) ‘Evaluative conditioning and food preferences’ [online], DE100 investigating psychology 1. https://learn2.open.ac.uk/mod/oucontent/view.php?id=442467&section=6.3. Accessed (27/04/15).

In the experiment group, children were asked to postpone their desire to eat marshmallow for ten minutes, but they were notified how much time left to hold their

To develop a reinforcer menu for Brandon, I observed him during free choice time, asked his mother for input, and I asked him directly. I explained to his mother how I was going to conduct the reinforcer assessment and then told her what things he was currently enjoying in school. She then added to my list and even sent some extra food supplies to school the next day.

Content area F, Behavior-Change Systems, includes the task list item F-02: Use token economies and other conditioned reinforcement systems (Behavior Analyst Certification Board, 2014). My submission for this content area is the token economy assignment from SPE 565, which demonstrates the implementation of a token economy system. A token economy system uses items which are placed or attached to a board to positively reinforce desired behaviors. While the items used may have little to no value, they can be saved and used to gain access to a more desired item or activity. The intervention works by conducting a preference assessment to identify the items with the strongest reinforcement value. These items can be used as the rewards, or back-up

This research, therefore, fills this gap by examining children’s implicit food attitudes and drawing connection between children and family eating habit. A pilot study of this research was conducted in the Living Lab at museums in Ann Arbor. Children from 4- to 12-years-old were asked to participate in two tasks: the IAT and a card sort task. In the IAT, children categorized vegetables versus desserts and happy versus sad faces by pressing buttons on a computer. The computer program then calculates scores based on response time. Specifically, positive scores represent a faster response when vegetables and happy faces were categorized with the same buttons and negative scores represent a faster response when desserts and happy faces were categorized with the same buttons. In the card sort, children sorted pictures of vegetables, fruits, and desserts in terms of their own preference (yummy vs. yucky) and healthy (healthy vs. unhealthy). The result of the pilot study shows that IAT scores were positively correlated with the number of vegetable cards children categorized as healthy and were negatively correlated with the number of dessert cards children categorized as healthy, as well as their frequency of eating desserts. This pilot study provides an initial

A behavioral interview was conducted, and the client was asked about her history of the flossing (P. 50). This was to determine if flossing was a behavior that needed to be changed. During the first reinforcer preference assessment the client was asked questions of what activities she enjoyed doing (p.276). She answered hiking, watching T.V shows, watching movies, hanging out with friends and that she loves going out to eat.

Recommended preference assessments will be conducted to identify potential reinfrocers. Initially, an indirect preference assessment of an unstructured interview with care giver will be conducted to identify the items Elisse is typically interested in. After gathering enough information, a direct preference assessment in the form of free operant assessment/brief stimulus preference assessment to identify most preferred reinforcers. This assessment is brief and is known to be effective when working with young

Children, unlike adults are willing to try anything if given the chance and so allowing a child to taste test food is an ideal way to introduce new and healthy foods. Food and meal times can provide children with many learning opportunities, particularly by allowing a child to participate at meal times. However, food can also be a source of frustration and a cause of arguments between to food provider and the child. Building on positive experiences with food will help reduce such

We are replicating J.R. Stroop’s original experiment The Stroop Effect (Stroop, 1935). The aim of the study was to understand how automatic processing interferes with attempts to attend to sensory information. The independent variable of our experiment was the three conditions, the congruent words, the incongruent words, and the colored squares, and the dependent variable was the time that it took participants to state the ink color of the list of words in each condition. We used repeated measures for the experiment in order to avoid influence of extraneous variables. The participants were 16-17 years of age from Garland High School. The participants will be timed on how long it takes them to say the color of the squares and the color of the words. The research was conducted in the Math Studies class. The participants were aged 16-17 and were students at Garland High School. The results showed that participants took the most time with the incongruent words.

Eating is a very important aspect in life in order for survival. During childhood children are exposed to various food which begins to develop their eating behaviour. Different factors such as environmental and physiological variables affect a child 's eating behaviour, however this essay is focused on parental feeding practises. “Parental feeding practices refer to the behaviours of parents that influence children 's eating, whilst increasing their child 's intake of 'healthy ' food” (Ventura & Birch, 2008, p.1, as cited in Gregory, Paxton & Brozovic, 2010). It is suggested of feeding practices can hinder the development of self-control in children (Birch et al, 2001). Therefore development is being explored through the notion of modelling and pressure to eat implemented in childhood, as it may be suggested that eating habits found in adults are a reflection of childhood eating behaviours.