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Preference Stability and Reinforcer Efficacy with Preschool-Age Children
Moore, Courtney Rose
Moore, Courtney Rose
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Abstract
Reinforcement-based teaching strategies are ubiquitous in early childhood settings; however, few studies have evaluated the stability of typically developing children’s preferences over time. Fluctuations in preference may lead to decrements in reinforcer efficacy. We conducted an initial paired-stimulus preference assessment (PSPA) and weekly brief multiple-stimulus-without-replacement (MSWO) preference assessments and reinforcer assessments. The purposes of the study were to evaluate the stability of children’s preferences; to assess correspondence between rankings produced by PSPA and MSWO preference assessments; and to evaluate the predictive validity of PSPAs and MSWOs. We used methods for evaluating preferences and reinforcer efficacy similar to those described by Call, Trosclair-Lasserre, Findley, Reavis, and Shillingsburg (2012); however, our participants included typically developing children and we assessed preference stability over several weeks. Results indicated that although the majority of participants demonstrated unstable preferences, rankings on PSPAs and MSWOs corresponded when statistically analyzed and both preference assessment types demonstrated similar predictive validity. Idiosyncratic reinforcement effects were observed across stimuli type and participants.
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Date
2015-08-31
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University of Kansas
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Keywords
Behavioral psychology, Early childhood education, early childhood, preference, reinforcer assessment