title: Teacher report and direct assessment of preferences for identifying reinforcers for young children.
abstract: Teachers were asked to identify and rank 10 preferred stimuli for 9 toddlers, and a hierarchy of preference for these items was determined via a direct preference assessment. The reinforcing efficacy of the most highly preferred items identified by each method was evaluated concurrently in a reinforcer assessment. The reinforcer assessment showed that all stimuli identified as highly preferred via the direct preference assessment and teacher rankings functioned as reinforcers. The highest ranked stimuli in the direct assessment were more reinforcing than the teachers' top-ranked stimuli for 5 of 9 participants, whereas the teachers' top-ranked stimulus was more reinforcing than the highest ranked stimulus of the direct assessment for only 1 child. A strong positive correlation between rankings generated through the two assessments was identified for only 1 of the 9 participants. Despite poor correspondence between rankings generated through the teacher interview and direct preference assessment, results of the reinforcer assessment suggest that both methods are effective in identifying reinforcers for toddlers.
authors.affiliation: University of Kansas, Lawrence, Kansas 66045, USA.
authors.forename: Catherine A
authors.initials: CA
authors.lastname: Cote
authors.forename: Rachel H
authors.initials: RH
authors.lastname: Thompson
authors.forename: Gregory P
authors.initials: GP
authors.lastname: Hanley
authors.forename: Paige M
authors.initials: PM
authors.lastname: McKerchar
mesh_terms: D001521:Behavior Therapy; D002675:Child, Preschool; D002755:Choice Behavior; D002658:Developmental Disabilities / Q000523:psychology / Q000628:therapy; D005260:Female; D006801:Humans; D007206:Individuality; D007223:Infant; D008297:Male; D012054:Reinforcement, Psychology; D012578:Schools, Nursery