IntIntegration 3 Preference Assessments

IntIntegration 3 Preference Assessments

The purpose of this assignment is to integrate, apply, and generalize the information that you are learning about preferences and assessment. The assignment should help increase your understanding of the material and prepare you for the exams.

Length of Paper: All Integration assignments have a 3-page limit. The reference page does NOT count toward this limit. This equates to about 7-8 paragraphs, which should give you plenty of space to craft your narrative. This page limit may require you to work on your concision. If you have trouble meeting the page limit, please reach out. We will only grade the first three pages of your assignment. Text on pages four and beyond will not be read, so please adhere to this requirement.

Sources & Overview

You will use the information in the course readings, lectures, and videos from this section:

-Identifying and Assessing Preferences

You will provide an overview preference and preference assessments, provide a summary of methods for conducting preference assessments, create a mock data sheet for assessing preferences, and describe the differences, and overlap, between preferences and reinforcers.

You should include at least 5-7 in text citations with a reference list of at least 5 different sources from these modules at the end of the document. These should be from the course readings, lectures, and videos of these sections and inclusion of multiple and different sources from these modules increases the likelihood that you are integrating and understand how they fit together around the topic. If you include other references, they will be in addition to the 5-7 from these modules.

The paper should be well organized and clearly written. You are not allowed to use AI to generate the text or ideas as this is an activity to help you learn the concepts and information by generalizing and integrating the information yourself. The headers below should be included in your essay, and each section should be numbered to match the instructions (1-4).

Overview

Why do we assess?

1. Describe what preference is, why identification is important, and some of the reasons behavior analysts assess for preference during assessments and interventions. Importance in this context describes the value to the individual served and the value to intervention services in general.

Preference/reinforcer

How are assessments related?

2. Describe the difference between a preference assessment and a reinforcer assessment, how they are related, and describe why these terms should not be used interchangeably.

Summary

What are some methods to assess?

3. Summarize the methods for conducting the following assessments. Include a list of brief procedures, benefits, and potential barriers of each method. Make sure to include technologically accurate procedural information about what happens to each stimulus (including the chosen, unchosen, and rejected stimulus) after each trial or opportunity in each assessment.

Single-Stimulus (SS) Preference Assessment

Paired-Stimulus (PS) Preference Assessment

Multiple-Stimulus-without-Replacement (MSWO) Preference Assessment

Brief Free Operant (FO) Preference Assessment

Example

How do we assess? Describe an example.

4. Create a mock plan for assessing preference for your case scenario client.

Select an assessment method (e.g., SS, PS, MSWO, or FO) and describe why you chose this specific preference assessment method for your specific client.

Describe what kinds of activities and stimuli will be assessed and how you chose these activities and stimuli.

Briefly describe what data you would include on a data sheet and why.

Describe 2 indicators when preference should be reassessed. Indicators in this context means specific client behavior, facial expressions, or environmental conditions that may signal that preferences have changed or are unknown.

Scenarios

Early learner

A 4-year-old autistic boy named Muhammad just moved to your town, with his mother, father, and younger sister, from the UK. In the UK, Muhammad attended an ABA preschool and his mother, Naureen, would like to get him enrolled at your clinic as soon as possible to keep him progressing.

Adolescent learner

A 15-year-old autistic teenager named Izabel just completed her first semester of high school. Her father, Roberto, wants to enroll Izabel in your after school social skills group because Izabel is sad that she has no friends at school and eats lunch alone. She says that she wants to be popular like her twin sister Pilina.

Adult learner

A 45-year-old multiply disabled woman named Abigail lives in a state supported living facility. Her parents passed away when she was 4 and she has lived in the facility since then. Her older sister was adopted and lives a few hours away and visits her each month. Abigail attends a supported employment program and is usually calm and content but is not participating in the activities