Choice overload is characterized by individuals experiencing a decrease in preference strength and satisfaction (Chemey, 2003) in conjunction with increases in disappointment and regret regarding a chosen option (Schwartz, 2000). Choice overload has been examined in a variety of situations, however choice overload has not been examined with individuals with developmental disabilities or during stimulus preference assessments. While extensive research has been conducted regarding stimulus preference assessments, no research has been conducted evaluating the most effective number of items to use during preference assessments. The purpose of the present study was to compare using six and 18 item arrays during a multiple stimulus without replacement preference assessment, to evaluate the accuracy of both procedures with a reinforcer assessment, and to evaluate the behavior of participants for characteristics of choice overload during the preference and reinforcer assessments. The results of the present study suggest that the results between the six and 18 item preference assessments are strongly consistent; however the six item assessments overestimated the reinforcer efficacy of numerous items in comparison to the 18 item preference assessment. The results also suggest that two participants displayed characteristics associated with choice overload and that a certain level of cognitive functioning may be required for choice overload to occur.

A self-instructional training manual for conducting a multiple-stimulus without replacement (MSWO) preference assessment procedure was evaluated. The manual describes the MSWO procedure and how to summarize and interpret its results. Review questions that highlighted the key target behaviours were included at the end of each section of the manual, followed by an answer key. The manual was compared to a method description, adapted from the method sections of research articles published by DeLeon and Iwata (1996) and Roscoe, Fisher, Glover, and Volkert (2006). Eighteen undergraduate university students were assigned to two groups using a matched-pairs random assignment for the first 10 participants and random assignment for the next eight participants. Group 1 received the manual training first, followed by a crossover to the method description training if the pre-determined mastery criterion (85% correct or higher) was not met during simulated assessments. Group 2 received the training procedures in reverse order. The self-instructional manual was statistically significantly more effective than the method description in improving performance accuracy for conducting the MSWO procedure with an actor (a graduate student) simulating a person with an intellectual disability. Four out of nine participants in Group 1 met the mastery criterion after studying the manual only and one participant achieved mastery after the crossover. In contrast, none of the nine participants in Group 2 met the mastery criterion after studying the method description only and seven participants achieved mastery after the crossover. The remaining six participants all met the mastery criterion after observing a live demonstration of the procedure. Within each group, interventions were implemented in a modified multiple-baseline design across participants and the results showed that improvements occurred only after an intervention had been introduced. All participants who achieved mastery showed strong retention and generalization performances with novel actors and clients. On the social validity questionnaire, mean participant ratings showed that the manual was easier to follow and understand, and provided the necessary information for the assessment compared with the method description. The self-instructional manual has considerable potential as a low cost and effective tool to teach individuals to conduct the MSWO procedure.

The present study evaluated the effectiveness of and preference for choice during a response-acquisition tasks with children who have a developmental disability. The conditions compared involved (a) delivery of a high-preferred item identified at the start of the study (high preferred), (b) delivery of a high-preferred item identified immediately prior to each session (pre-session), (c) delivery of a high-preferred item identified immediately following each session (post-session), and (d) no delivery of a high-preferred item (control). The results regarding effectiveness were inconclusive due to high levels of responding during the control condition. The results regarding choice showed both participants preferred the pre-session choice condition, and one participant also preferred the high-preferred condition.

The present study sought to identify the effects that derived relational training had on simulated gambling behavior with slot machines. Prior to conducting any relational training procedures, participants' relational responses in each contextual condition was probed. Each of the four backgrounds/conditions (red, blue, green, yellow) were presented with various stimuli from differing stimulus classes. Twenty trials were presented with no feedback for correct responding. Upon completion of the probes, pretest preference assessments were administered with blue and red slot machines being concurrently available for twenty trials then green and yellow slot machines doing the same. Following the pretest preference assessment, relational training began, here stimuli from each of the stimulus classes were presented on screen for three of the contextual conditions with the blue contextual condition left out to assess for possible derived relational responses. After completion, the second set of relational probes and posttest preference assessments began to assess if relational training altered the response allocation of slot machines and accuracy of responding during probes. After relational training, all participants showed an increase in response allocation to the red slot machine and a decrease to the blue. The yellow slot machine was selected increasingly with three participants while green was selected more often with one individual, one staying at the same number, and two selecting it less than in the pretest.

To teach operant behaviors to individuals with severe disabilities, stimulus preference assessment (SPA) methods have been developed to accurately identify stimuli that may function as reinforcers. Previous researchers have used multiple-stimulus preference assessments without replacement (MSWO) effectively over a short time period to teach target behaviors to individuals with disabilities. The present study investigated the long-term effects of incorporating brief MSWO preference assessments into the instructional routine for students with severe disabilities on individualized education plan reading goal/objective progress. This was done by investigating the effectiveness of incorporating brief MSWO preference assessments by comparing reading goal progress when a random reinforcer is available, teacher- selected reinforcer is available, or a student-selected reinforcer (via a brief MSWO preference assessment) is available over several weeks for students with severe disabilities in a secondary public school classroom setting.

Preference is commonly incorporated into educational interventions for individuals with developmental disabilities. Preference assessments have a solid research base indicating that they are more reliable tools for finding preference than the subjective opinions of parents and teachers. As evidence-based practices have been emphasized, the preference assessment has been a regular component of interventions and instructional programs for the population. Along with the utility, research regarding the assessment and relevant variables has also increased. However, many questions still exist and wait for more inquiry. One of the practical issues is the occurrence of challenging behaviors of individuals with disabilities during preference assessments. Highly occurring challenging behavior during an assessment may interrupt the procedure and lead to inaccurate results about the individual’s preference. That may ultimately affect the effectiveness of the intervention or instructional program. Using a procedure that does not evoke challenging behavior is necessary for accurate results as well as ethically responsible. Therefore this study examined the relation between functions of challenging behavior and three commonly used preference assessment procedures: Paired-Stimulus (PS), Multiple-Stimulus without Replacement (MSWO), and Free-Operant (FO). This study had two phases: Functional analyses and preference assessments. First, functional analyses were conducted to identify the function of challenging behaviors. The participants were nine children with developmental disabilities whose functional analysis results indicated their challenging behavior was maintained by access to tangible items (5), attention (2), and escape (2) reinforcers. After identifying the behaviors’ functions, preference assessments were implemented to compare the rates of the challenging behaviors. Each preference assessment format was conducted 5 times, in a random order for each participant. The results of the study demonstrate that the occurrence of challenging behavior with different functions was different depending on procedure formats. This suggests that there would be a relation between functions of challenging behavior and preference assessment formats. In other words, depending on the function of challenging behavior, the assessment procedure may act as a trigger evoking the challenging behavior. This study discussed practical guidance to prevent challenging behavior during preference assessments. / text

The present study utilized Microsoft Visual Basic 2008 to investigate the role of comparing high and low preferred education-based stimulus equivalence protocols for adults with developmental disabilities outside the educational system. First, participants were exposed to all educational categories and completed a paired choice preference assessment to identify high and low preferred protocols. Next, participants completed high and low preferred protocols following an alternating treatments design, with an initial pretest, training, posttest, and a test for an emergent topography (typing skills). Results showed evidence of higher preference through duration and errors per min measures for two of three participants, with results unclear for a third participant. Furthermore, one participant displayed all equivalence classes expected of the training protocol, while another demonstrated all emergent relations for the high preferred protocol but only one of six for the low preferred protocol, and the last participant exceeded criterion for four of six posttests for the high preferred protocol, and two of six for the low preferred protocol. The results are discussed in terms of measures for preferences, habilitation, modifications to training protocols, the study's limitations, and directions for future research.

There is a limited amount of research that has evaluated all three types of modalities and consequences during stimulus preference assessments (SPA) or examined problem behavior during preference assessments with individuals with tangible maintained problem behavior. Therefore, the purpose of this study was to extend this line of research in two ways: (a) compare results of SPAs across three modalities and two consequence, (b) evaluate problem behavior during these SPAs with individuals with problem behavior maintained by access to tangible items. The results indicated that for all participants, there was preference stability across modalities and conditions. For all participants, problem behavior occurred during the no access condition or removal regardless of modality.

Problem gambling is a growing social concern that results in debt, lost jobs, broken families, and at times, suicide. Slot machines are the most popular and most addictive form of gambling, generating nearly 70% of annual profits for the commercial casino industry in North America. Behavioral researchers have identified variables that establish and maintain problem gambling on slot machines, and the data reveal characteristics that influence preference for specific games, and subsequently, time spent engaged with specific machines. A degree of variability has been reported in the outcomes observed across participants and studies; such variability may be influenced by generic features of the games used by researchers utilizing a “one machine suits all” approach to slot research, i.e., within most studies a single machine is used for all participants rather than chosen according to participant preference for the machine or features therein. The following set of studies aimed to investigate variables related to slot machine selection, gambler preference for structural characteristics, and the reinforcing effectiveness of the machine on gambling behavior. The first of three experiments evaluated participant preference for functional and structural characteristics of popular three-, four- and five-reel electronic Vegas-style slot machines according to (a) a Likert rating scale of attitudes toward the machines, (b) forced ranking of most-preferred machines, and (c) a paired-stimulus preference assessment. Experiment II utilized a series of multiple schedules randomized across participants to examine differences in the rate of play when participants gambled on their most- and least-preferred machines. In Experiment III, the reinforcing effectiveness of the machines was evaluated. Participants engaged in an arbitrary task to gain access to their highest- and least-preferred machines as indicated in Experiment I. Response effort during the work task was evaluated under a progressive ratio schedule of reinforcement to determine the degree to which the individual would work to gain access to the machine. Participant break points were compared across the two conditions. Results of Experiment I yielded significant differences in the degree to which participants rated the machines: three-reel machines and those displaying a win were rated significantly higher in the attitude assessment when compared to four- or five-reel machines, and when compared to those with a loss, respectively. During the forced ranking procedure, participants again selected three-reel machines significantly more frequently in their “top five” favorite machines than four- or five-reel options. Last, when subjected to the paired stimulus preference assessment, participants selected three-reel machines on a significantly higher percentage of trials than five-reel alternatives. Results of Experiment II demonstrated that rate of play on high-preference machines is on average, faster than rate of play on lower-preference machines, and results from Experiment III yielded on average, higher break points in participant responding when offered the opportunity to gamble on high-preference slot machines following a response requirement than when offered a low-preference option; however, the average rate of response on the work task that led to machine access was lower during high-preference conditions than low-preference conditions. Implications of these findings for the gambling literature and for the effective prevention and treatment of disordered slot machine gambling are discussed.

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