In this study, 2-minute and 5-minute free operant preference assessments were conducted. Preference hierarchies and the order of item selection were both identified and compared. The preference assessments were administered in alternating order and the resulting differentially preferred items were utilized in subsequent reinforcer assessments to determine if the items selected were reinforcing. The reinforcer assessments were conducted using an initial baseline and an alternating treatment design. Social validity was assessed with both the families and the participants. Treatment fidelity and inter-observer agreement data were also collected. The 2-minute free operant preference assessment was shown to be effective at identifying effective reinforcers for two out of the three participants. The third participant did not respond consistently to the free operant preference assessment at any length and responded aversively to the presentation of the free operant preference assessment, one which is known for yielding few problem behaviors. For the two participants that responded to the preference assessment, items that were identified functioned effectively as reinforcers. There was also a strong correlation using the Spearman’s Rank-Order Correlation Coefficient between the preference hierarchies and the order of selection list. This study supports the usage of the shortened free operant preference assessment but requires expansion and repetition. The author discussed the limitations of the current study and directions for future research. / Applied Behavioral Analysis

Students with emotional and behavioral disorders (EBD) have very poor long-term outcomes. Non-contingent reinforcement (NCR) has been used to successfully reduce problem behaviors. NCR is frequently used with populations with severe disabilities and in hospital settings using function based reinforcers. Very few studies have applied the use of NCR to EBD populations, and to students whose cognitive scores fall within the normal range. No studies have examined the use of preferred tangible reinforcers delivered non-contingently with participants with EBD or in classroom settings. This study measured the effects of delivering tangible reinforcers selected through preference assessments on the disruptive and on-task behaviors of three students with EBD in the classroom setting. Results indicate the use of preferred tangibles delivered on a fixed-schedule can be effective in reducing disruptive behavior in the classroom without reducing on-task behaviors, and may, in fact, be effective in increasing on-task behaviors in the classroom.

This study investigated the effect of a Making Healthy Choices lesson on junior high school students' preference rankings of items used to motivate students to increase academic performance. Results indicated that the lesson resulted in increased ranking scores on healthy items. This study used an assessment procedure that may be used to identify healthy rewards that may motivate students to increase academic performance as well as practice healthy decision making to prevent obesity.

The purpose of this study was to identify perceptions of environmental changes that promote self-directed learning in the workplace by Human Resources Development (HRD) practitioners and to investigate possible differences of the dependent LPA score variables to independent variables of highest level of education achieved, race/ethnicity, age, gender, position title, industry, size of the organization, and years of HRD experience. The research used a mixed method design. Qualitative data were recorded through four focus groups until a saturation of comments was reached. Quantitative Pearson product moment correlation and ANOVA statistics were used to show the possible differences of LPA scores with each demographic variable. Tukey post-hoc tests were used to compare significant differences in mean scores of associated variables. Focus groups were conducted with 14 Human Resources Development (HRD) practitioners to collect the top five environmental preferences that promote self-directed learning in the workplace. The environmental preferences, the Learning Preference Assessment (LPA), and the demographic form made up the survey to measure participant self-directed learning readiness across independent variables. A total of 163 participants completed the survey. Results showed the consensus mean scores for importance of implementing environmental preferences that promote SDL in the workplace was 3.39 for other written categories and 3.31 for organization culture encourages employees to learn on their own. The consensus mean scores for ease of implementing environmental preferences that promote SDL in the workplace was 2.53 for flexibility to work virtually with mobile access to learning and 2.16 for managers guide employees/match content to role. Pearson product moment correlations showed no significant evidence of relationship between the continuous LPA mean scores and age variables. Group mean scores were compared for the remaining independent variables. The results were significant for the level of education and the size of the organization. Tukey post-hoc multiple comparisons tests were conducted for the differences of LPA scores and the demographic variables of highest level of education achieved and the size of organization. Only the level of education categories of high school diploma or equivalent and master’s degree were found to be significant.

Gambling is a popular pastime in the United States, and it is important that we understand the class of behaviors in a behavior analytic context. The relationship between the function and preference of gambling behavior remains yet to be explored. The purpose of these two studies is to examine this relationship. Participants were asked to play a set of four computerized slot machines. Each slot machine was tied to a separated function-based outcome which they could win. In study 1, 80% of participants had a distinct preference for a single outcome. In study 2, the participants were also administered the GFA. Seven participants completed the MSWO. The relationship between the results of the GFA and the results of the free operant preference assessment did not support the hypothesis. Among other results, was data suggesting that those who score 0's on their GFA's may significantly affect the data and that the MSWO and free operant preference assessment have a strong high correlation.

Many children are exposed to excessively technology. Such use of technology may lead to health issues including obesity, attention deficits, and sleep disorders. Research has shown that parameters of reinforcement, such as quality and delay, may influence how children allocate their preferences. One way to drive preference away from high-tech toys may be to arrange delays to reinforcement following such selections and immediate reinforcement for an alternative response. In Experiment 1, four subjects who preferred high-tech leisure items over low-tech leisure items were identified through the pair-stimulus preference assessments. The results of Experiment 2 indicated that all subjects were sensitive to delay to reinforcement. When delays were implemented following selection of high-tech items, preference shifted from high-tech to low-tech leisure items at different delays.

Few studies have systematically evaluated whether preferences can reliably be identified using brief procedures. Typically, studies have used brief procedures to select potential reinforcers for use in intervention procedures. A total of 17 food and leisure paired-choice preference assessments were administered to 10 subjects in order to evaluate the extent to which the results of a brief (i.e., single-session) assessment correspond with those from more extended procedures (i.e., 5 sessions). Eleven out of the 17 brief and extended assessments identified the same stimulus as the most preferred (highest rank). Outcomes suggest that a brief assessment can be useful when a single, potent reinforcing stimulus is desired, and an extended assessment should be conducted when a larger number of preferred stimuli is desired.

Obesity is a contributing factor to many diseases. Unhealthy food choices are a behavior that can lead to obesity. Teaching children to make healthy food choices at an early age could lead to healthy food choices throughout a lifetime, which would mitigate potential for obesity. A number of different treatments have evaluated healthy food choices in children; however, many did not evaluate or show maintenance effects. The purpose of this study was to utilize correspondence training to acquire healthy food choices in preschoolers and to evaluate of natural communities of reinforcement as a maintenance procedure. Results showed that correspondence training is likely to increase healthy food choices in most preschoolers; however, maintenance of healthy snack choices is variable.

For many educators, finding enough time to complete all that is require of them is a daily challenge. Those in special education have the added burden of making sure that their staff members are highly trained in the skills required to work effectively with students. There are many different ways to train staff members, one of which is using a video model. This study looked at the effects of video modeling alone on the training of staff members to use the multiple stimulus without replacement preference assessment. The participants in this study were paraprofessionals who work with preschool students who had a variety of disabilities. Data were collected on how well staff members were able to perform necessary skills to conduct the preference assessment before and after watching a video model. The results of this study showed that staff members could learn a new skill with the use of video modeling as a training tool. Using video modeling as a training tool is an effective way to save educators time while still ensuring that students are benefited.

Deficits in conversation skills can be one barrier to developing and maintaining relationships for individuals with autism spectrum disorder (ASD). Individuals with ASD may deter conversation partners if they do not stay on topic or if they dwell on topics. Several interventions have been identified in targeting the reduction of problematic (off-topic or perseverative) speech, and withheld attention for its occurrence. In addition to leveraging attention as a reinforcer, one study provided signaled access to preferred topics contingent on talking about non-perseverative or therapist-selected topics. Despite showing clear improvements in on-topic speech and stimulus control of preferred topics, little is known about the additive effects of including contingent access to preferred topics. A free operant assessment was used to evaluate participant preference for including access to preferred topics. The results indicated that participants preferred the proposed intervention with access to a leisure item.