Chapter 5- Preferance Assessments

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Brittney Hackett Wilczynski Text Learning Assignment #1 SPCE 680 Section 819

Chapter 5: Preference Assessments In chapter 5: Client Preferences, I learned that people like to be given options no matter their age. Preference assessments serves to help meet ethical and legal obligation goals of clients. By providing options, clients can give consent for interventions and be involved in their treatment. Preference assessments are used to identify reinforcers as motivation for clients, for session plans that are in place. For example, a child may be more willing and compliant to complete a task if they know a known reinforcer will be given to them once completed, this will maximize the effectiveness of treatment. There are different types of preference assessments, and there are prerequisites to determine the kind of preference assessment that will be used. Pre- requisites include having the capacity to make choices, having enough joint attention to participate, and the history of their problem behaviors. If a child has a side bias, I would choose to do a single stimulus preference assessment. I would present a toy to the client and record the duration of the engagement, then once they stop engaging in play with it, I will offer them another stimulus and record the same details as before. For a client who can make choices between two items but are unable to scan more than two items at a time, I would conduct a paired preference assessment. A multiple stimulus without replacement would be conducted for a client that is able to scan a larger array and is able to make choices based on higher preference. For older and higher functioning client’s preference assessments might be a little different. Center based clients can make their own schedule to ensure their preference is taken in consideration. For example, in the future I could print out a visual schedule board with two columns and have Velcro visuals, labeled time (in minutes) and task. I would have pictures of work (DTT), board games, craft, breaks, playing with peers, and playing with the technician, as well as time. At the beginning of the session, I would allow the client to put in order how he/she

would like his session to go for that day. This could also help clients understand when it is time to go home. Environmental enrichment giving a client a large selection of items that can be physically manipulated within their environment. For example, a client who engages in hand flapping, we could encourage them to squeeze their hands together or give them a stress ball. For a client who engages in mouthing or biting, we can provide them a chewy necklace to replace biting themselves or putting toys in their mouth.

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Chapter 4: Repertoire and Behavioral Cusps In this chapter I learned that “repertoire” is the skills the client(s) have already mastered. This is usually evaluated by practitioners to determine what new skills should be targeted during treatment. There are many pre-requisite skills that need to be mastered to further go into specific targets. For example, a non-verbal client should not have full word echoics or intraverbals in their programming (unless they have an AAC device), instead they should have simple echoics that include “ah” “oh” “oo”. Another thing I learned is that assessment of the client’s repertoire should be occurring frequently. If the client has developed new skills, the practitioner should know this to further advance their treatment. If a client has failed a target prior, it should not immediately be rejected into his programming, especially if they have developed new pre-requisite skills for that target. A behavioral cusp are behavior changes that allow the client to have access to new environments. An example of a behavioral cusp would include a non-verbal client beginning to use their words vocally. We can understand the frustration of not being able to be understood and not being able to express what you want. Once a client breaks through and starts using their words, they have access to many new things. Behaviors including tantrums, or crying may be reduced because they are able to communicate what they want. After a while depending on their progress, they may be able to start learning to read and comprehending the words they are reading. Social stories are a good way to encourage independence. For example, a client who is potty trained, starts having BM accidents, while at home, while at the center they never have accidents anymore. I could implement a social story that the client reads daily, that includes a story about using the bathroom. This could promote more independence. Another example could

be that a client’s parent just had another child. The stakeholders are concerned because the client is not gently around their sibling. Practitioners can incorporate a social story to help the client understand that it is important to be gentle around their newborn sibling, because they are smaller than them.

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