Identifying reinforcers is crucial for many evidence‐based behavior change programs. Videos may be a type of reinforcer worth considering given the accessibility of small electronic devices and the rates at which children watch and enjoy screen time. We used the Multiple‐Stimulus‐Without‐Replacement Preference Assessment Tool (MSWO PAT) to identify high‐ and low‐preferred videos for three children diagnosed with autism spectrum disorder (ASD). We then evaluated the predictive validity of the MSWO PAT by arranging a concurrent‐operants reinforcer assessment for puzzle and sorting tasks. The results show that the high‐preferred video maintained higher levels of responding for puzzle and sorting tasks for two of the three children. Implications for using videos as reinforcers for children with ASD, limitations, and areas for future research are also discussed.
确定强化物对许多循证行为改变计划至关重要。考虑到小型电子设备的便利性以及儿童观看和享受屏幕时间的比例，视频可能是一种值得考虑的强化物。我们使用 "多重刺激-无替代偏好评估工具"（MSWO PAT）为三名被诊断患有自闭症谱系障碍（ASD）的儿童识别高偏好和低偏好视频。然后，我们通过对拼图和分类任务进行并发操作强化物评估，评估了 MSWO PAT 的预测有效性。结果显示，在三名儿童中，有两名儿童对高偏好视频在拼图和分类任务中保持了较高的反应水平。此外，还讨论了使用视频作为强化物对 ASD 儿童的影响、局限性以及未来研究的领域。
{"title":"The use of a preference assessment tool with young children diagnosed with autism","authors":"Emily S. L. Curiel, Hugo Curiel","doi":"10.1002/bin.2047","DOIUrl":"https://doi.org/10.1002/bin.2047","url":null,"abstract":"Identifying reinforcers is crucial for many evidence‐based behavior change programs. Videos may be a type of reinforcer worth considering given the accessibility of small electronic devices and the rates at which children watch and enjoy screen time. We used the Multiple‐Stimulus‐Without‐Replacement Preference Assessment Tool (MSWO PAT) to identify high‐ and low‐preferred videos for three children diagnosed with autism spectrum disorder (ASD). We then evaluated the predictive validity of the MSWO PAT by arranging a concurrent‐operants reinforcer assessment for puzzle and sorting tasks. The results show that the high‐preferred video maintained higher levels of responding for puzzle and sorting tasks for two of the three children. Implications for using videos as reinforcers for children with ASD, limitations, and areas for future research are also discussed.","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141944843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mass incarceration rates have become a financial burden on the country and in 2023, the United States was faced with one of the highest recidivism rates worldwide, with approximately 44% of individuals returning to prison within a year of their release. Although various programs are available to incarcerated individuals and for those considered at risk for offending, access to these programs varies by jurisdiction and the effectiveness in preventing offenses, reducing recidivism, and fostering rehabilitation is not entirely known. In response to recidivism and incarceration rates, there has been a plea for a change in the criminal justice system, with an emphasis on involving behavior analysts. However, the extent of the application of behavior‐analytic interventions within the criminal justice system in the research literature is unclear. Thus, the purpose of the current review was to examine the existing experimental literature to determine the state of this research topic.
{"title":"A review of applied behavior analysis within the criminal justice system","authors":"Emily R. McDonald, Robbie J. Hanson","doi":"10.1002/bin.2043","DOIUrl":"https://doi.org/10.1002/bin.2043","url":null,"abstract":"Mass incarceration rates have become a financial burden on the country and in 2023, the United States was faced with one of the highest recidivism rates worldwide, with approximately 44% of individuals returning to prison within a year of their release. Although various programs are available to incarcerated individuals and for those considered at risk for offending, access to these programs varies by jurisdiction and the effectiveness in preventing offenses, reducing recidivism, and fostering rehabilitation is not entirely known. In response to recidivism and incarceration rates, there has been a plea for a change in the criminal justice system, with an emphasis on involving behavior analysts. However, the extent of the application of behavior‐analytic interventions within the criminal justice system in the research literature is unclear. Thus, the purpose of the current review was to examine the existing experimental literature to determine the state of this research topic.","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141779965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Natalie R. Andzik, Stephen F. Walker, Cassandra A. O’Hara, Samantha A. Camacho, Lacey Landmeier, Mary Brander
Improving social communication and reducing challenging forms of restricted and repetitive behaviors (i.e., stereotypy) are often the focus of behavioral interventions for individuals with autism and other developmental disabilities. Interventions incorporating augmentative and alternative communication (AAC) systems are utilized to improve independent communication. However, using electronic AAC devices (e.g., iPads) may increase stereotypic behaviors (i.e., pressing the same icon on an AAC device two or more times within 2 s), which may impact the development and maintenance of communication skills. There is a shortage of research focusing on AAC‐related stereotypy, with only one study that includes a systematic assessment and treatment evaluation (Cook et al., 2017). The purpose of the current investigation was to conduct a functional analysis screening procedure that only included play and no‐interaction conditions to adequately assess the function of AAC‐related stereotypy. We sought to ask, how client‐specific modifications to functional assessment procedures affect the outcomes of functional assessments of AAC‐related stereotypy. Initial findings suggest that AAC‐related stereotypy is often automatically reinforced, but its occurrence can be sensitive to the presence/absence of specific environmental stimuli.
{"title":"Preliminary assessment of augmentative and alternative communication‐related stereotypy","authors":"Natalie R. Andzik, Stephen F. Walker, Cassandra A. O’Hara, Samantha A. Camacho, Lacey Landmeier, Mary Brander","doi":"10.1002/bin.2042","DOIUrl":"https://doi.org/10.1002/bin.2042","url":null,"abstract":"Improving social communication and reducing challenging forms of restricted and repetitive behaviors (i.e., stereotypy) are often the focus of behavioral interventions for individuals with autism and other developmental disabilities. Interventions incorporating augmentative and alternative communication (AAC) systems are utilized to improve independent communication. However, using electronic AAC devices (e.g., iPads) may increase stereotypic behaviors (i.e., pressing the same icon on an AAC device two or more times within 2 s), which may impact the development and maintenance of communication skills. There is a shortage of research focusing on AAC‐related stereotypy, with only one study that includes a systematic assessment and treatment evaluation (Cook et al., 2017). The purpose of the current investigation was to conduct a functional analysis screening procedure that only included play and no‐interaction conditions to adequately assess the function of AAC‐related stereotypy. We sought to ask, how client‐specific modifications to functional assessment procedures affect the outcomes of functional assessments of AAC‐related stereotypy. Initial findings suggest that AAC‐related stereotypy is often automatically reinforced, but its occurrence can be sensitive to the presence/absence of specific environmental stimuli.","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141779966","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kathryn M. Peterson, Jaime G. Crowley‐Zalaket, Vivian F. Ibañez
Many autistic children display feeding difficulties and consume a limited food variety. These feeding difficulties could be conceptualized as change‐resistant behavior because children often exhibit rigid mealtime routines, avoid novel foods, and only consume foods according to specific types, textures, or under specific mealtime conditions. Currently, behavior‐analytic treatments for pediatric feeding disorders have the most empirical support and many studies have demonstrated the effectiveness of extinction‐based treatments. However, there is less research on alternative treatments for increasing consumption of novel or non‐preferred foods among children with autism spectrum disorder (ASD). In the current study, we evaluated simultaneous presentation and differential reinforcement to increase consumption of novel, target foods for two participants with ASD and change‐resistant feeding behavior.
{"title":"Simultaneous presentation and differential reinforcement to increase consumption","authors":"Kathryn M. Peterson, Jaime G. Crowley‐Zalaket, Vivian F. Ibañez","doi":"10.1002/bin.2044","DOIUrl":"https://doi.org/10.1002/bin.2044","url":null,"abstract":"Many autistic children display feeding difficulties and consume a limited food variety. These feeding difficulties could be conceptualized as change‐resistant behavior because children often exhibit rigid mealtime routines, avoid novel foods, and only consume foods according to specific types, textures, or under specific mealtime conditions. Currently, behavior‐analytic treatments for pediatric feeding disorders have the most empirical support and many studies have demonstrated the effectiveness of extinction‐based treatments. However, there is less research on alternative treatments for increasing consumption of novel or non‐preferred foods among children with autism spectrum disorder (ASD). In the current study, we evaluated simultaneous presentation and differential reinforcement to increase consumption of novel, target foods for two participants with ASD and change‐resistant feeding behavior.","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141738621","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Michelle Beaulieu, Matthew P. Normand, Raymond G. Miltenberger
Goal setting is a component of many behavior‐change interventions, with the Specific, Measurable, Attainable, Relevant, Time‐Bound (SMART) goal‐setting method being a commonly used strategy. The current study used a multiple‐baseline across participants design to evaluate the efficacy of behavioral skills training (BST) to teach individuals to set health‐related SMART goals in response to multiple hypothetical health scenarios. Participant attempts at goal setting were scored according to a task analysis encompassing each major element of SMART goals. Goal‐setting performance noticeably improved following an average of 1.25 h of BST, and participants rated the intervention and outcomes favorably.
{"title":"Using behavioral skills training to teach goal setting for health behaviors","authors":"Michelle Beaulieu, Matthew P. Normand, Raymond G. Miltenberger","doi":"10.1002/bin.2041","DOIUrl":"https://doi.org/10.1002/bin.2041","url":null,"abstract":"Goal setting is a component of many behavior‐change interventions, with the Specific, Measurable, Attainable, Relevant, Time‐Bound (SMART) goal‐setting method being a commonly used strategy. The current study used a multiple‐baseline across participants design to evaluate the efficacy of behavioral skills training (BST) to teach individuals to set health‐related SMART goals in response to multiple hypothetical health scenarios. Participant attempts at goal setting were scored according to a task analysis encompassing each major element of SMART goals. Goal‐setting performance noticeably improved following an average of 1.25 h of BST, and participants rated the intervention and outcomes favorably.","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141650070","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ebonee Hodder, Javier Virúes‐Ortega, Sarah Taylor, Katrina J. Phillips, Rebecca A. Sharp
Social isolation and a lack of engagement in activities are common among people with dementia living in residential care. The check‐in procedure, in which staff approach a resident to offer a choice of activities and praise engagement every 15 min, is effective in increasing engagement. However, the schedule effects of the check‐in procedure have not been previously evaluated. We assessed whether the check‐in procedure was effective with an extended check‐in interval of 30 min. We found that the procedure remained effective with a leaner schedule and that engagement persisted above baseline levels between check‐in interactions. Staff reported that the intent to increase engagement was valuable and that the procedure was easy to implement. We discuss our findings in the context of participatory interventions for dementia and the potential role of organizational factors in the adoption of evidence‐based procedures in dementia care.
{"title":"Effects of check‐in interval on active engagement in people with dementia","authors":"Ebonee Hodder, Javier Virúes‐Ortega, Sarah Taylor, Katrina J. Phillips, Rebecca A. Sharp","doi":"10.1002/bin.2040","DOIUrl":"https://doi.org/10.1002/bin.2040","url":null,"abstract":"Social isolation and a lack of engagement in activities are common among people with dementia living in residential care. The check‐in procedure, in which staff approach a resident to offer a choice of activities and praise engagement every 15 min, is effective in increasing engagement. However, the schedule effects of the check‐in procedure have not been previously evaluated. We assessed whether the check‐in procedure was effective with an extended check‐in interval of 30 min. We found that the procedure remained effective with a leaner schedule and that engagement persisted above baseline levels between check‐in interactions. Staff reported that the intent to increase engagement was valuable and that the procedure was easy to implement. We discuss our findings in the context of participatory interventions for dementia and the potential role of organizational factors in the adoption of evidence‐based procedures in dementia care.","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141611905","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Christopher J. Perrin, Jonathon Metz, Tracy L. Kettering
Simple habit reversal training is effective at reducing public speaking disfluencies; however, the time and resources necessary to implement this intervention may reduce practicality for widespread adoption. The purpose of the present study was to evaluate the effectiveness of asynchronous awareness training. Four participants completed a computer‐based training consisting of response description and practice detecting recorded disfluencies prior to taking a quiz in which they scored the frequency of disfluencies in a recorded speech. Relative to baseline, all participants' rates of disfluencies decreased following training. In addition, acceptability ratings were high and all participants indicated greater willingness to participate in asynchronous training than in‐person training.
{"title":"A preliminary analysis of computer‐based asynchronous awareness training for public speaking disfluencies","authors":"Christopher J. Perrin, Jonathon Metz, Tracy L. Kettering","doi":"10.1002/bin.2039","DOIUrl":"https://doi.org/10.1002/bin.2039","url":null,"abstract":"Simple habit reversal training is effective at reducing public speaking disfluencies; however, the time and resources necessary to implement this intervention may reduce practicality for widespread adoption. The purpose of the present study was to evaluate the effectiveness of asynchronous awareness training. Four participants completed a computer‐based training consisting of response description and practice detecting recorded disfluencies prior to taking a quiz in which they scored the frequency of disfluencies in a recorded speech. Relative to baseline, all participants' rates of disfluencies decreased following training. In addition, acceptability ratings were high and all participants indicated greater willingness to participate in asynchronous training than in‐person training.","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141547230","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Joy Clayborne, Mirela Cengher, Rachel Frampton, Lesley Shawler
Equivalence‐based instruction (EBI) and transfer of function are effective with neurotypical adults and children; however, only one study to date evaluated their effectiveness with children with autism spectrum disorder (ASD). We used EBI to teach three preschool children with ASD to form three age‐appropriate classes (categories) consisting of three stimuli each. We directly taught two relations between stimuli in each class (e.g., firefighter‐doctor; doctor‐teacher), and the remaining relations between the stimuli (e.g., doctor‐firefighter, teacher‐doctor, doctor‐teacher, teacher‐doctor) emerged. Then, we taught participants to respond as listeners when asked about the function of a stimulus in each category (e.g., point to a state when asked, “Point to a place where people live”). As a result, the respective function transferred among the other stimuli in each category. This study supports the effectiveness of EBI and transfer of function with children with ASD learning age‐appropriate skills in an applied setting.
{"title":"Stimulus equivalence and transfer of function: Teaching categorization skills to children","authors":"Joy Clayborne, Mirela Cengher, Rachel Frampton, Lesley Shawler","doi":"10.1002/bin.2037","DOIUrl":"https://doi.org/10.1002/bin.2037","url":null,"abstract":"Equivalence‐based instruction (EBI) and transfer of function are effective with neurotypical adults and children; however, only one study to date evaluated their effectiveness with children with autism spectrum disorder (ASD). We used EBI to teach three preschool children with ASD to form three age‐appropriate classes (categories) consisting of three stimuli each. We directly taught two relations between stimuli in each class (e.g., firefighter‐doctor; doctor‐teacher), and the remaining relations between the stimuli (e.g., doctor‐firefighter, teacher‐doctor, doctor‐teacher, teacher‐doctor) emerged. Then, we taught participants to respond as listeners when asked about the function of a stimulus in each category (e.g., point to a state when asked, “Point to a place where people live”). As a result, the respective function transferred among the other stimuli in each category. This study supports the effectiveness of EBI and transfer of function with children with ASD learning age‐appropriate skills in an applied setting.","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141501805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Amy N. Ethridge, Jacqueline M. Kemp, Anna Kate Edgemon, Sarah M. Richling
Justice‐involved youth (JIY) display skills deficits in a variety of domains, but particularly in life skills such as health habits, obtaining a job, and maintaining finances. These skills are particularly important for JIY, who often come from historically disenfranchised communities. This population encounters many challenges as they transition from juvenile correctional facilities to their respective communities. To have the greatest impact, these skills should likely be taught prior to the transition. Thus, the purpose of this study was to teach basic personal finance skills to adolescent males in a juvenile residential treatment facility, using an information packet with rehearsal and feedback. The intervention was specifically chosen to be minimally invasive due to the challenges presented by the COVID‐19 pandemic relating to providing services to JIY. Data were analyzed visually using nonconcurrent multiple baseline designs. The results of the study showed the intervention was moderately effective at teaching basic financial skills relating to budgeting, banking, and credit to four participants.
{"title":"Teaching basic personal finance to justice‐involved youth","authors":"Amy N. Ethridge, Jacqueline M. Kemp, Anna Kate Edgemon, Sarah M. Richling","doi":"10.1002/bin.2035","DOIUrl":"https://doi.org/10.1002/bin.2035","url":null,"abstract":"Justice‐involved youth (JIY) display skills deficits in a variety of domains, but particularly in life skills such as health habits, obtaining a job, and maintaining finances. These skills are particularly important for JIY, who often come from historically disenfranchised communities. This population encounters many challenges as they transition from juvenile correctional facilities to their respective communities. To have the greatest impact, these skills should likely be taught prior to the transition. Thus, the purpose of this study was to teach basic personal finance skills to adolescent males in a juvenile residential treatment facility, using an information packet with rehearsal and feedback. The intervention was specifically chosen to be minimally invasive due to the challenges presented by the COVID‐19 pandemic relating to providing services to JIY. Data were analyzed visually using nonconcurrent multiple baseline designs. The results of the study showed the intervention was moderately effective at teaching basic financial skills relating to budgeting, banking, and credit to four participants.","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141338081","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Social stimuli are some of the most commonly used reinforcers. Previous research shows that preference for social stimuli can be identified using paired‐stimulus preference assessments (PSPA) employing various stimulus modes (e.g., pictures of the actual social stimuli). To date, no study has evaluated the correspondence in preference for social stimuli identified via PSPAs completed using three differing stimulus modes. Therefore, this study compared the correspondence in preference hierarchy identified via PSPAs completed using video of the social stimuli (VSM), pictures of the actual social stimuli (PSM‐A), and drawings of the social stimuli (PSM‐D) and whether preference hierarchy remained stable over repeated administration of the PSPAs (i.e., 1 month). Moreover, we assessed participants' preference for the three types of stimulus modes. Results demonstrated that during the initial PSPAs, preference hierarchies were most similar across the PSPAs completed using VSM and PSM‐A, that preference was most stable across repeated administration of the PSPAs completed using the VSM, and that participants' preference for differing stimulus modes was idiosyncratic. Moreover, the PSPAs completed using the VSM required the longest amount of time to create materials and administer the assessment.
{"title":"Preference for social stimuli: A comparison of stimulus modes used in preference assessments","authors":"Shannon Wilson, Catia Cividini‐Motta, Hannah MacNaul, Rebecca Salinas, Geninna Ferrer","doi":"10.1002/bin.2034","DOIUrl":"https://doi.org/10.1002/bin.2034","url":null,"abstract":"Social stimuli are some of the most commonly used reinforcers. Previous research shows that preference for social stimuli can be identified using paired‐stimulus preference assessments (PSPA) employing various stimulus modes (e.g., pictures of the actual social stimuli). To date, no study has evaluated the correspondence in preference for social stimuli identified via PSPAs completed using three differing stimulus modes. Therefore, this study compared the correspondence in preference hierarchy identified via PSPAs completed using video of the social stimuli (VSM), pictures of the actual social stimuli (PSM‐A), and drawings of the social stimuli (PSM‐D) and whether preference hierarchy remained stable over repeated administration of the PSPAs (i.e., 1 month). Moreover, we assessed participants' preference for the three types of stimulus modes. Results demonstrated that during the initial PSPAs, preference hierarchies were most similar across the PSPAs completed using VSM and PSM‐A, that preference was most stable across repeated administration of the PSPAs completed using the VSM, and that participants' preference for differing stimulus modes was idiosyncratic. Moreover, the PSPAs completed using the VSM required the longest amount of time to create materials and administer the assessment.","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141366533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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