Preference Assessments
Key Takeaways
- Preference assessment identifies stimuli likely to function as reinforcers, but preference alone does not prove reinforcement.
- Different formats fit different learners, settings, response repertoires, and risk levels.
- Preference changes across time, motivation, deprivation, satiation, and context, so reassessment matters.
- Assessment results should guide goal teaching, replacement behavior, and intervention feasibility.
Preference Assessment Basics
A preference assessment identifies items, activities, people, sensory events, or routines a client approaches, selects, consumes, or engages with. It estimates what may function as reinforcement, but a reinforcer is confirmed only if behavior increases or maintains because of that consequence.
Preference assessment supports assessment-to-goal decisions. If a learner has few known preferences, acquisition goals may fail because consequences are weak. If a client strongly prefers peer interaction, social goals and natural reinforcement may be easier to design.
Common Formats
| Format | Best use |
|---|---|
| Free operant | Low response effort and useful when removal may evoke behavior |
| Single stimulus | Useful when choice responses are limited |
| Paired stimulus | Produces a hierarchy but takes more trials |
| Multiple stimulus without replacement | Efficient hierarchy for many learners |
| Interview or checklist | Quick starting point, but indirect |
Selection Questions
Choose a format based on the client's ability to scan, choose, wait, tolerate removal, and access stimuli safely. Also consider time, setting, staff training, and cultural acceptability of stimuli.
Exam Traps
Do not assume the most selected item is automatically a reinforcer for every behavior. Do not ignore motivating operations. Food, attention, movement, devices, breaks, and sensory materials can change value across the day.
A preference result should lead to a practical next step: test reinforcement effects, arrange teaching conditions, expand preference variety, or choose goals that contact naturally occurring reinforcers.
A client selects a toy most often during a paired-stimulus preference assessment. When the toy is delivered after correct responses, correct responding does not increase. What is the best conclusion?
A learner becomes highly upset when preferred items are removed between trials. Which preference assessment format may be most appropriate to reduce removal demands?
Why should a BCBA repeat preference assessments over time?