Final Exam Flashcards
(154 cards)
1
Q
Functional Relation
A
a verbal statement summarizing the results of an experiment (or group of experiments) that describes the occurrence of the phenomena under study as a function of the operation of one or more specified and controlled variables in the experiment in which a specific change in one event (the dependent variable) can be produced by manipulating another event (independent variable) and that change in the dependent variable was unlikely the result from other factors (confounding behaviors)
2
Q
Hypothetical construct
A
a presumed but unobserved process or entity (Freud’s id, ego, and superego)
ex. explaining someones behavior by saying the person must be feeling self conscious therefore they acted as they did.
We cannot see of measure this thought process
3
Q
Mentalism
A
the idea that inner thoughts and feelings are what cause behaviors
4
Q
Behavior
A
that portion of an organisms interaction with its environment that involves movement of some part of the organism
5
Q
7 dimensions of ABA
A
Applied Behavioral Analytic Technological Effective Generality Conceptually systematic
6
Q
Reinforcement
A
a basic principle of behavior describing a response-consequence functional relation in which a response is followed immediately by a stimulus change that results in similar responses occurring more often
7
Q
Positive reinforcement
A
a response followed immediately by the presentation of a stimulus change that results in similar responses occurring more often
8
Q
Negative reinforcement
A
the occurrence of a response is followed immediately by the termination, reduction, postponement or avoidance of the stimulus, which leads to an increase in the future occurrence of similar responses.
9
Q
History of reinforcement
A
all of a person’s learning experiences and more specifically to past conditioning with respect to particular response classes or aspects of a persons repertoire. People will react differently to different stimulus because of these past experiences
10
Q
Environment
A
the conglomerate of real circumstances in which the organism or referenced part of the organism exists; behavior cannot occur in the absence of this
11
Q
Premack principle
A
a highly preferred activity is used as a reinforcer for a behavior that is not very preferred. Ex. first, then. Fist shape sorter then puzzle.
12
Q
Three methods of science
A
Description
Prediction
Control
13
Q
Escape
A
the response terminates (produces escape) from ongoing stimulus
14
Q
Avoidance
A
a response prevents or postpones the presentation of a stimulus
15
Q
ABA
A
the science in which tactics derived from the principles of behavior are applied to improve socially significant behavior and experimentation is used to identify the variables responsible for the behavior.
16
Q
Dependent Variable
A
the measured behavior in an experiment to determine if it changes as a result of manipulations of the independent variable; in ABA it represents some measure of a socially signifiant behavior.
17
Q
independent variable
A
the variable that is systematically manipulated by the researcher in an experiment to see whether changes in the independent variable produce reliable changes in the dependent variable. In ABA it is usually an environmental event of condition antecedent or consequence to the dependent variable.
18
Q
Secondary reinforcer or conditioned reinforcer
A
a stimulus change that functions as a reinforcer because of prior pairing with one or more other reinforcers.
19
Q
Secondary Punisher or conditioned punisher
A
a previously neutral stimulus change that functions as a punisher because of prior pairings with one or more other punisher
20
Q
Primary reinforcer or unconditioned reinforcer
A
a stimulus change that increases the frequency of any behavior that immediately precedes it irrespective of the organisms learning history with the stimulus. A product of the evolutionary development of the species.
21
Q
primary punisher or unconditioned punisher
A
a stimulus change that decreases the frequency of any behavior that immediately precedes it irrespective of the organisms learning history with that stimulus. Products of the evolutionary development of the species meaning that all members of the species are more or less susceptible to punishment by the presentation of unconditioned punishers.
22
Q
Topography
A
defines instances of the target response class by the shape or form of the behavior. What is the form of the behavior? what does it look like?
23
Q
Function based definition
A
designates responses as members of the targeted response class solely in terms of their common effect on the environment. (attention seeking behavior) what is the function of the behavior?
24
Q
Magnitude
A
the force or intensity with which a response is emitted; provides important quantitative parameters used in defining and verifying the occurrence of some response classes.
25
Frequency
how often a behavior occurs. some behavior analysts use frequency to mean rate ( a ratio of responses per standard unit of time) other use frequency as a synonym for count.
26
Duration
the total time that the behavior occurs. measured by elapsed time from the onset of a response to its end point
27
Latency
a measure of temporal locus. the elapsed time from the onset of a stimulus (task, direction, cue) to the initiation of the response.
28
Interresponse time (IRT)
a measure of temporal locus. defined as the elapsed time between two successive responses. ex. time that passes after one tantrum ends and the next one begins.
29
Rate
a fundamental measure of how often behavior occurs expressed as count per standard unit of time. ( per min, hour,day) and calculated by dividing the number of responses recorded by the number of standards units of time in which the observations were conducted.
30
Momentary time sampling
a measurement method on which the presence or absence of behavior is recorded at precisely specified time intervals
31
Whole interval recording
a time sampling method for measuring behavior in which the observation period is divided into a series of brief time intervals (typically 5 to 15 seconds). At the end of each interval, the observer records whether the target behavior occurred throughout the entire interval; tends to underestimate the overall percentage of the observation period in which the target behavior actually occurred.
32
Partial interval recording
a time sampling method for measuring behavior in which the observation period if divided into a series of brief time intervals, typically 5-10 seconds. The observed then records whether the behavior occurred at any time during the interval. It is not concerned with how many times the behavior occurred during the interval or how long the behavior was present. only that it occurred at some point during the interval. Tends to be an overestimate of the proportion of how much the behavior occurred.
33
Reactivity
effects of an observation and measurement procedure on the behavior being measured. This is most likely to happen when the measurement procedures are obtrusive, especially if the person being observed is aware of the observers presence and purpose.
34
Target behavior
the response class selected for intervention; can be defined either functionally or topographically. Must be functional. EX. Losing weight is not a behavior but deceasing food intake or increasing exercise is and can be measured.
35
How to write a target behavior
a complete definition of the target behavior discriminates between what is and what is not an instance of the target behavior.
Should be objective time and referring only to observable characteristics of the behavior and the environment.
-a good definition is operational
-a good definition increases the likelihood of an accurate and believable evaluation of a programs effectiveness.
36
Attitudes of Science
```
Determinism
Empiricism
Extermination
Replication
Parsimony
Philosophical Douby
```
37
Determinism
The idea that events happened because of other events. There are reasons why things happen. ex.someone crashing their car because they were texting
38
Empiricism
the researcher must be objective during their observation and measurements of what they are studying. They do not let their personal beliefs and opinions influence their thinking. ex. a scientist putting aside their political views while working on creating a vaccine
39
Experimentation
the dependent variable and independent variable are measured in a controlled way
40
Replication
the repeating of experiments. Through this process scientists can determine the reliability of their findings.
41
Parsimony
when a researcher eliminates the simplest explanations for why something is happening and are then able to study or consider the more complex possibilities. ex. child is throwing at school and teacher says it is because they are frustrated. The reacher eliminates this idea and makes observations to determine if something is occurring before or after the act of throwing to reinforce this behavior.
42
Philosophical doubt
an attitude that the truthfulness and validity of all scientific theory and knowledge should be continually questioned.
43
Respondent behavior
the response component of a reflex; behavior that is elicited or induced, by antecedent stimuli
44
Reflex
a stimulus response relation consisting of an antecedent stimulus and the respondent behavior it elicits (ex. bright light-pupil contraction). unconditioned and conditioned reflexes protect against harmful stimuli, help regulate the internal balance and economy of the organism and promote reproduction.
45
Operant behavior
behavior that is selected, maintained, and brought under stimulus control as a function of its consequences. each person's repertoire of these behaviors is a product of history of interactions with the environment.
46
Elicit
respondent behavior is elicited
47
Evoke
operant behavior is evoked
48
Satiation
a decrease in the frequency of operant behavior presumed to be the result of continued contact with or consumption of a reinforcer that has followed the behavior; also refers to reducing effectiveness of a reinforcer (ex. presenting a person with copious amounts of a reinforcing stimulus prior to a session)
49
Deprivation
the state of and organism with respect to how much time has elapsed since it has consumed or contacted a particular type of reinforcer; also refers to a procedure for increasing the effectiveness of a reinforcer (ex. withholding a person's access to a reinforcer for a specified period prior to session.)
50
Punishment
a basic principle of behavior describing a response-consequence functional relation in which a response is followed immediately by a stimulus change that decreases the future occurrences of that type of behavior
51
Positive punishment
a response followed immediately by the presentation of a stimulus that decreases the future frequency of the behavior
52
Negative Punishment
a response behavior followed immediately by removal of a stimulus (or a decrease in the intensity of the stimulus) that results in similar responses occurring less often.
53
Three term contingency
Basic unit of analysis in the analysis operant behavior; encompasses the temporal and possibly dependent relations among an Antecedent Stimulus- Behavior- and Consequence
54
Antecedent Stimulus
an environmental condition or stimulus change existing or occurring prior to the behavior of interest
55
Consequence
a stimulus change that follows a behavior of interest. Some consequences, especially those that a re immediate and relevant to current motivational states, have significant influence on future behavior, others have little effect.
56
Experimental Analysis of Behavior
a natural science approach to the study of behavior as a subject matter in its own right founded by B.F skinner. Methodological features include rate of response as a basic dependent variable, repeated continuous measurement of clearly defined response classes, within subject experimental comparisons instead of group design, visual analysis of graphed data instead of statistical inference, and an emphasis on describing functional relations between behavior and controlling variables in the environment over formal theory testing.
57
Behaviorism
The philosophy of a science of behavior; there are various forms of behaviorism. Radical, mentalism and methodological
58
Defining characteristics of ABA
Applied
Behavioral
Analytic
59
Applied
refers to working on behaviors that will help the client in their day to day life. Ex woking on language skills or activities of daily life
60
Behavioral
the specific behavior in need of improvement. This behavior must be able to be measured as well as studied through direct observation. Must study not only the participants behavior change but the researchers behavior change as well.
61
Analytic
the researcher must be able to have experimental control as well as be able to show a functional relation between the dependent and the independent variables.
62
Ratio strain
a behavioral effect associated with abrupt increases in ratio requirements when moving from a denser to thinner reinforcement schedules; common effects include avoidance, aggression, and unpredictable pauses or cessation responding.
63
Fixed interval (FI)
a schedule of reinforcement in which reinforcement is delivered for the first response emitted following the passage of a fixed duration of time since the last response was reinforced ex. first response following the passage of 3 mins is reinforced)
64
Fixed Ratio (FR)
a schedule of reinforcement requiring a fixed number of responses for reinforcement (ex. reinforcement follows every 4th response)
65
Variable interval (VI)
a schedule of reinforcement that provides reinforcement for the first correct response following the elapse of different durations of time occurring in a random of unpredicted order. The mean duration of the intervals is used to describe the schedule (ex. reinforcement is delivered for the first response following an average of 10 mins since the last reinforced response but the time that elapses following the last reinforced response might range from 30 seconds or less to 25 mins or more)
66
Variable ratio (VR)
a schedule of reinforcement requiring a varying number of responses for reinforcement. The number of responses required varies around a random number; the mean number of responses is required for reinforcement is used to describe the schedule. ex. an average of 10 responses must be emitted for the reinforcement, but the number of responses required following the last reinforced response might range from 1 min to 30 or more
67
Intermittent schedule of reinforcement
a contingency of reinforcement in which some, but not all, occurrences of the behavior produce reinforcement. Should move to this once a behavior is learned
68
Continuous reinforcement
a schedule of reinforcement that provided reinforcement for each occurrence of the target behavior. Should be used when a client is first learning a behavior.
69
Effects of Fixed ratio
after the first response little hesitation between response, post reinforcement pause occurs. High rates of responding occur
70
Effects of Fixed interval s
initial slow responding but accelerating rates as the time to the reinforcer gets closer. Post reinforcement pause occurs. slow to moderate response rate. (scallop) no responses often occur right after reinforcement
71
Variable ratio effects
consistent, steady effects, high rates or responding occur. No post reinforcement pause.
72
Variable interval effects
constant stead response rate. Low to moderate response rate, not post reinforcement pause
73
Reinforcer assessment
a variety of direct, empirical methods for presenting one or more stimuli contingent on a a target response and measuring their effectiveness as reinforcers. Directly tests potential reinforcers from preference assessment by presenting them after a behavior and then measuring the effects they have.
74
Preference assessment
when the stimuli that are likely to be highly preferred and act as reinforcers are identified
75
Single stimulus preference assessment
the client is offered one stimulus at a time and their reaction to this stimulus is recorded.
76
Paired stimulus preference assessment
two stimuli are presented to the child and the one they choose is recorded. When presenting the stimuli, they are randomly paired.
77
Multiple stimulus preference assessment
stimuli are presented for the child to pick from. The ones they choose to play with or interact with are recorded. The two types of multiple stimuli preference assessment are multiple stimuli with replacement and multiple stimuli without replacement. Multiple stimuli without replacement means that once the child chooses an item it is then taken out of the choices of stimuli before the next trials begins with one less stimulus. Multiple stimuli with replacement it when the chosen stimuli remain a choice and the other items that were not chosen are replaced by new stimuli before the next trial starts.
78
a verbal statement summarizing the results of an experiment (or group of experiments) that describes the occurrence of the phenomena under study as a function of the operation of one or more specified and controlled variables in the experiment in which a specific change in one event (the dependent variable) can be produced by manipulating another event (independent variable) and that change in the dependent variable was unlikely the result from other factors (confounding behaviors)
Functional Relation
79
a presumed but unobserved process or entity (Freud's id, ego, and superego)
ex. explaining someones behavior by saying the person must be feeling self conscious therefore they acted as they did.
We cannot see of measure this thought process
Hypothetical construct
80
the idea that inner thoughts and feelings are what cause behaviors
Mentalism
81
that portion of an organisms interaction with its environment that involves movement of some part of the organism
Behavior
82
```
Applied
Behavioral
Analytic
Technological
Effective
Generality
Conceptually systematic
```
7 dimensions of ABA
83
a basic principle of behavior describing a response-consequence functional relation in which a response is followed immediately by a stimulus change that results in similar responses occurring more often
Reinforcement
84
a response followed immediately by the presentation of a stimulus change that results in similar responses occurring more often
Positive reinforcement
85
the occurrence of a response is followed immediately by the termination, reduction, postponement or avoidance of the stimulus, which leads to an increase in the future occurrence of similar responses.
Negative reinforcement
86
all of a person's learning experiences and more specifically to past conditioning with respect to particular response classes or aspects of a persons repertoire. People will react differently to different stimulus because of these past experiences
History of reinforcement
87
the conglomerate of real circumstances in which the organism or referenced part of the organism exists; behavior cannot occur in the absence of this
Environment
88
a highly preferred activity is used as a reinforcer for a behavior that is not very preferred. Ex. first, then. Fist shape sorter then puzzle.
Premack principle
89
Description
Prediction
Control
Three methods of science
90
the response terminates (produces escape) from ongoing stimulus
Escape
91
a response prevents or postpones the presentation of a stimulus
Avoidance
92
the science in which tactics derived from the principles of behavior are applied to improve socially significant behavior and experimentation is used to identify the variables responsible for the behavior.
ABA
93
the measured behavior in an experiment to determine if it changes as a result of manipulations of the independent variable; in ABA it represents some measure of a socially signifiant behavior.
Dependent Variable
94
the variable that is systematically manipulated by the researcher in an experiment to see whether changes in the independent variable produce reliable changes in the dependent variable. In ABA it is usually an environmental event of condition antecedent or consequence to the dependent variable.
independent variable
95
a stimulus change that functions as a reinforcer because of prior pairing with one or more other reinforcers.
Secondary reinforcer or conditioned reinforcer
96
a previously neutral stimulus change that functions as a punisher because of prior pairings with one or more other punisher
Secondary Punisher or conditioned punisher
97
a stimulus change that increases the frequency of any behavior that immediately precedes it irrespective of the organisms learning history with the stimulus. A product of the evolutionary development of the species.
Primary reinforcer or unconditioned reinforcer
98
a stimulus change that decreases the frequency of any behavior that immediately precedes it irrespective of the organisms learning history with that stimulus. Products of the evolutionary development of the species meaning that all members of the species are more or less susceptible to punishment by the presentation of unconditioned punishers.
primary punisher or unconditioned punisher
99
defines instances of the target response class by the shape or form of the behavior. What is the form of the behavior? what does it look like?
Topography
100
designates responses as members of the targeted response class solely in terms of their common effect on the environment. (attention seeking behavior) what is the function of the behavior?
Function based definition
101
the force or intensity with which a response is emitted; provides important quantitative parameters used in defining and verifying the occurrence of some response classes.
Magnitude
102
how often a behavior occurs. some behavior analysts use frequency to mean rate ( a ratio of responses per standard unit of time) other use frequency as a synonym for count.
Frequency
103
the total time that the behavior occurs. measured by elapsed time from the onset of a response to its end point
Duration
104
a measure of temporal locus. the elapsed time from the onset of a stimulus (task, direction, cue) to the initiation of the response.
Latency
105
a measure of temporal locus. defined as the elapsed time between two successive responses. ex. time that passes after one tantrum ends and the next one begins.
Interresponse time (IRT)
106
a fundamental measure of how often behavior occurs expressed as count per standard unit of time. ( per min, hour,day) and calculated by dividing the number of responses recorded by the number of standards units of time in which the observations were conducted.
Rate
107
a measurement method on which the presence or absence of behavior is recorded at precisely specified time intervals
Momentary time sampling
108
a time sampling method for measuring behavior in which the observation period is divided into a series of brief time intervals (typically 5 to 15 seconds). At the end of each interval, the observer records whether the target behavior occurred throughout the entire interval; tends to underestimate the overall percentage of the observation period in which the target behavior actually occurred.
Whole interval recording
109
a time sampling method for measuring behavior in which the observation period if divided into a series of brief time intervals, typically 5-10 seconds. The observed then records whether the behavior occurred at any time during the interval. It is not concerned with how many times the behavior occurred during the interval or how long the behavior was present. only that it occurred at some point during the interval. Tends to be an overestimate of the proportion of how much the behavior occurred.
Partial interval recording
110
effects of an observation and measurement procedure on the behavior being measured. This is most likely to happen when the measurement procedures are obtrusive, especially if the person being observed is aware of the observers presence and purpose.
Reactivity
111
the response class selected for intervention; can be defined either functionally or topographically. Must be functional. EX. Losing weight is not a behavior but deceasing food intake or increasing exercise is and can be measured.
Target behavior
112
a complete definition of the target behavior discriminates between what is and what is not an instance of the target behavior.
Should be objective time and referring only to observable characteristics of the behavior and the environment.
-a good definition is operational
-a good definition increases the likelihood of an accurate and believable evaluation of a programs effectiveness.
How to write a target behavior
113
```
Determinism
Empiricism
Extermination
Replication
Parsimony
Philosophical Douby
```
Attitudes of Science
114
The idea that events happened because of other events. There are reasons why things happen. ex.someone crashing their car because they were texting
Determinism
115
the researcher must be objective during their observation and measurements of what they are studying. They do not let their personal beliefs and opinions influence their thinking. ex. a scientist putting aside their political views while working on creating a vaccine
Empiricism
116
the dependent variable and independent variable are measured in a controlled way
Experimentation
117
the repeating of experiments. Through this process scientists can determine the reliability of their findings.
Replication
118
when a researcher eliminates the simplest explanations for why something is happening and are then able to study or consider the more complex possibilities. ex. child is throwing at school and teacher says it is because they are frustrated. The reacher eliminates this idea and makes observations to determine if something is occurring before or after the act of throwing to reinforce this behavior.
Parsimony
119
an attitude that the truthfulness and validity of all scientific theory and knowledge should be continually questioned.
Philosophical doubt
120
the response component of a reflex; behavior that is elicited or induced, by antecedent stimuli
Respondent behavior
121
a stimulus response relation consisting of an antecedent stimulus and the respondent behavior it elicits (ex. bright light-pupil contraction). unconditioned and conditioned reflexes protect against harmful stimuli, help regulate the internal balance and economy of the organism and promote reproduction.
Reflex
122
behavior that is selected, maintained, and brought under stimulus control as a function of its consequences. each person's repertoire of these behaviors is a product of history of interactions with the environment.
Operant behavior
123
respondent behavior is elicited
Elicit
124
operant behavior is evoked
Evoke
125
a decrease in the frequency of operant behavior presumed to be the result of continued contact with or consumption of a reinforcer that has followed the behavior; also refers to reducing effectiveness of a reinforcer (ex. presenting a person with copious amounts of a reinforcing stimulus prior to a session)
Satiation
126
the state of and organism with respect to how much time has elapsed since it has consumed or contacted a particular type of reinforcer; also refers to a procedure for increasing the effectiveness of a reinforcer (ex. withholding a person's access to a reinforcer for a specified period prior to session.)
Deprivation
127
a basic principle of behavior describing a response-consequence functional relation in which a response is followed immediately by a stimulus change that decreases the future occurrences of that type of behavior
Punishment
128
a response followed immediately by the presentation of a stimulus that decreases the future frequency of the behavior
Positive punishment
129
a response behavior followed immediately by removal of a stimulus (or a decrease in the intensity of the stimulus) that results in similar responses occurring less often.
Negative Punishment
130
Basic unit of analysis in the analysis operant behavior; encompasses the temporal and possibly dependent relations among an Antecedent Stimulus- Behavior- and Consequence
Three term contingency
131
an environmental condition or stimulus change existing or occurring prior to the behavior of interest
Antecedent Stimulus
132
a stimulus change that follows a behavior of interest. Some consequences, especially those that a re immediate and relevant to current motivational states, have significant influence on future behavior, others have little effect.
Consequence
133
a natural science approach to the study of behavior as a subject matter in its own right founded by B.F skinner. Methodological features include rate of response as a basic dependent variable, repeated continuous measurement of clearly defined response classes, within subject experimental comparisons instead of group design, visual analysis of graphed data instead of statistical inference, and an emphasis on describing functional relations between behavior and controlling variables in the environment over formal theory testing.
Experimental Analysis of Behavior
134
The philosophy of a science of behavior; there are various forms of behaviorism. Radical, mentalism and methodological
Behaviorism
135
Applied
Behavioral
Analytic
Defining characteristics of ABA
136
refers to working on behaviors that will help the client in their day to day life. Ex woking on language skills or activities of daily life
Applied
137
the specific behavior in need of improvement. This behavior must be able to be measured as well as studied through direct observation. Must study not only the participants behavior change but the researchers behavior change as well.
Behavioral
138
the researcher must be able to have experimental control as well as be able to show a functional relation between the dependent and the independent variables.
Analytic
139
a behavioral effect associated with abrupt increases in ratio requirements when moving from a denser to thinner reinforcement schedules; common effects include avoidance, aggression, and unpredictable pauses or cessation responding.
Ratio strain
140
a schedule of reinforcement in which reinforcement is delivered for the first response emitted following the passage of a fixed duration of time since the last response was reinforced ex. first response following the passage of 3 mins is reinforced)
Fixed interval (FI)
141
a schedule of reinforcement requiring a fixed number of responses for reinforcement (ex. reinforcement follows every 4th response)
Fixed Ratio (FR)
142
a schedule of reinforcement that provides reinforcement for the first correct response following the elapse of different durations of time occurring in a random of unpredicted order. The mean duration of the intervals is used to describe the schedule (ex. reinforcement is delivered for the first response following an average of 10 mins since the last reinforced response but the time that elapses following the last reinforced response might range from 30 seconds or less to 25 mins or more)
Variable interval (VI)
143
a schedule of reinforcement requiring a varying number of responses for reinforcement. The number of responses required varies around a random number; the mean number of responses is required for reinforcement is used to describe the schedule. ex. an average of 10 responses must be emitted for the reinforcement, but the number of responses required following the last reinforced response might range from 1 min to 30 or more
Variable ratio (VR)
144
a contingency of reinforcement in which some, but not all, occurrences of the behavior produce reinforcement. Should move to this once a behavior is learned
Intermittent schedule of reinforcement
145
a schedule of reinforcement that provided reinforcement for each occurrence of the target behavior. Should be used when a client is first learning a behavior.
Continuous reinforcement
146
after the first response little hesitation between response, post reinforcement pause occurs. High rates of responding occur
Effects of Fixed ratio
147
initial slow responding but accelerating rates as the time to the reinforcer gets closer. Post reinforcement pause occurs. slow to moderate response rate. (scallop) no responses often occur right after reinforcement
Effects of Fixed interval s
148
consistent, steady effects, high rates or responding occur. No post reinforcement pause.
Variable ratio effects
149
constant stead response rate. Low to moderate response rate, not post reinforcement pause
Variable interval effects
150
a variety of direct, empirical methods for presenting one or more stimuli contingent on a a target response and measuring their effectiveness as reinforcers. Directly tests potential reinforcers from preference assessment by presenting them after a behavior and then measuring the effects they have.
Reinforcer assessment
151
when the stimuli that are likely to be highly preferred and act as reinforcers are identified
Preference assessment
152
the client is offered one stimulus at a time and their reaction to this stimulus is recorded.
Single stimulus preference assessment
153
two stimuli are presented to the child and the one they choose is recorded. When presenting the stimuli, they are randomly paired.
Paired stimulus preference assessment
154
stimuli are presented for the child to pick from. The ones they choose to play with or interact with are recorded. The two types of multiple stimuli preference assessment are multiple stimuli with replacement and multiple stimuli without replacement. Multiple stimuli without replacement means that once the child chooses an item it is then taken out of the choices of stimuli before the next trials begins with one less stimulus. Multiple stimuli with replacement it when the chosen stimuli remain a choice and the other items that were not chosen are replaced by new stimuli before the next trial starts.
Multiple stimulus preference assessment
