A comparison of methods for assessing preference for social interactions

Researchers have evaluated a variety of methods for assessing preference for social interactions, and generally have found that such assessments accurately identify differentially reinforcing, preferred interactions. However, few researchers have compared methods for assessing preference for social interactions, and none have done so with participants across different skill levels. The current study compared the stability and validity of hierarchies produced by social interaction preference assessments (SIPA) and picture-based multiple stimulus without replacement preference assessments (MSWO) with 8 individuals diagnosed with autism spectrum disorder (ASD). The MSWO most often produced valid hierarchies for participants who could match, identify, and tact pictures of social interactions and that the SIPA most often produced valid hierarchies for participants who could not identify or tact pictures of social interactions. A vocal paired-stimulus preference assessment (PSPA) was also conducted with a subset of participants who communicated vocally, and it produced valid hierarchies. Considerations and recommendations for selecting a method of assessing preference for social interactions are discussed.     

Evaluating preference for and reinforcing efficacy of fruits and vegetables compared with salty and sweet foods

Children diagnosed with autism spectrum disorder are often more selective in their food preferences than their typically developing peers. Additionally, many preferred food selections have minimal nutritional value. We evaluated the preference for, and reinforcing efficacy of, fruits and vegetables compared with salty and sweet foods, which are often used as edible reinforcers. Multiple-stimulus preference assessments were conducted to identify preferred foods, and reinforcer assessments were conducted to determine the reinforcing efficacy of more preferred foods. Fruits and vegetables were sometimes preferred over salty or sweet foods and often functioned as reinforcers. Future research should incorporate fruits and vegetables into preference assessments when identifying putative reinforcers.     

Validity of the multiple-stimulus without replacement preference assessment for edible items

Studies have shown that the multiple-stimulus without replacement (MSWO) preference assessment is an effective assessment format for identifying preferred items. However, it is possible that factors other than reinforcer quality might influence selections by some individuals when the MSWO array consists of edible items. The validity of the MSWO results was evaluated by comparing items identified as most and least preferred by the MSWO assessment in a concurrent-schedule (CS) format. Varying edible items were used in each study. The MSWO format accurately identified the higher quality edible item for most participants across studies (76%); however, the MSWO format did not predict the highest quality edible item in the CS assessment for 20% to 30% of participants in each study.     

The role of instruction preference in analogy learning: Brain activity and motor performance

This study examined the role of verbal instruction preference when learning motor skills by analogy. During skill learning, analogies are a useful tool for providing knowledge about how to move. It has been argued that analogy instructions reduce reliance on verbal information processes during motor planning, compared to traditional forms of instruction (i.e., explicit rules about how to move). This may be reflected by reduced verbal activity in the brain, measured by EEG alpha power at the temporal region, as well as reduced verbal-motor cross-communication (EEG T7-Fz coherence) during the preparation phase of a movement. Preference for using verbal or visual instructions is likely to influence the efficacy of analogy instructions. This study investigated whether preference for verbal instructions was related to a) changes in performance and b) changes in verbal-cognitive information processing during performance of an adapted basketball task after instruction by analogy. Basketball novices with a high preference for verbal instructions (n = 15) showed significantly decreased activation of verbal brain regions when they used the analogy (high-alpha power), but their performance remained stable. Novices with a low preference for verbal instructions (n = 13) did not show a significant decrease in activation of verbal regions, and their performance deteriorated significantly after introduction of the analogy instruction. It is likely that both cognitive and performance changes after analogy instruction depend on personal aspects of information processing, such as verbal preference.     

Visual target control of schedule-induced aggression in white king pigeons (columba livia)

Visual target control of schedule-induced attack was studied in domesticated pigeons by exposing them to successive and simultaneous target preference procedures involving a fixed-time food schedule and projected target images. Pigeons preferred attacking an image of a conspecific head over a headless bird regardless of the height of the latter. Images of an intact bird and of a head alone were equally effective in controlling attack and more effective than the headless bird. Neither the eye nor four. other head-related features exclusively controlled attack. The combined results suggest that the head of an intact conspecific target selectively controls schedule-induced attack and that the effectiveness of the head in directing attack is inversely related to its physical integrity as a unit without regard to specific features. These results are consistent with reports that the head and head-related features of an intruder control reproductive aggression in birds.     

A comparison of verbal and tangible stimulus preference assessments

Tangible preference assessments were compared with verbal preference assessments for 6 individuals with mental retardation, behavior disorders, or both. In the tangible assessment, items were placed in front of the participant. In the verbal assessment, participants were asked, “Do you want X or Y?” and the items were not present. The two assessments yielded similar high‐preference items for 4 of the 6 participants. The verbal assessment was typically completed in less time than the tangible assessment.     

Further evaluation of low-ranked items in stimulus-choice preference assessments

The generality of the findings reported by DeLeon, Iwata, and Roscoe (1997) was examined by conducting two stimulus-choice preference assessments, the second of which evaluated low-ranked items from the initial assessment. Results for the 2 participants suggested that supplementary assessments of low-ranked items may be useful for identifying a wider variety of reinforcing stimuli.     

An evaluation of a brief multiple-stimulus preference assessment with adolescents with emotional-behavioral disorders in an educational setting

Brief multiple-stimulus-without-replacement (MSWO) preference assessments were conducted with 3 adolescent boys with emotional-behavioral disorders in the context of their public school educational program. The reinforcing effects of stimuli identified as high, medium, and low preference were then evaluated using an alternating treatments design in which, following an initial baseline, stimuli were delivered contingent on on-task behavior. High-preference stimuli produced the highest percentages of on-task behavior for all 3 participants.     

Use of a lag differential reinforcement contingency to increase varied selections of classroom activities

The present study evaluated the effects of a lag differential reinforcement contingency on 2 students' activity selections using reversal designs. Results showed that the lag contingency was responsible for promoting increased novel selections, engagement in diverse activities, and greater progress with respect to programmed academic activities.     

Effect of Children's Perceived Rejection on Physical Aggression

This study investigated whether the perception of self as socially rejected might contribute to increased physical aggression among elementary-school children. It was hypothesized that physically aggressive children would become more physically aggressive over time if they perceived that they were rejected and tended to blame peers for social failure experiences. Third-grade boys and girls (n = 941) were assessed in the Fall and Spring of the school year. Peer-report data on physical aggression and social preference were collected, along with self-report data on perceived rejection and attributions for social failure experiences. Results for boys were consistent with hypotheses, whereas the results for girls revealed a different pattern of relations. These results constitute prospective evidence that children's self-perceptions of social rejection can uniquely influence externalizing behavior. Results are discussed in terms of mechanisms that might mediate the relation between perceived rejection and physical aggression.