The Reliability and Validity of Forced-Choice Preference Assessment for Infants and Toddlers

Birch, S. E. (Sarah)¹, Rush, K. S. (Karena)², Mortenson, B. P. (Bruce)^3
1St. Joseph's College, 245 Clinton Ave, 11205, Brooklyn
²Millersville University, 40 Dilworth Rd., 17551, Millersville, PA
³Towson University, 8000 York Rd, 21252, Towson, MD

 

Submission type

Oral only

Scheduled

Hallway, 22-07-2016, 16:00 - 17:00

Keywords

early intervention, learning foundations, reinforcer assessment, infants, toddlers, preference assessment, early childhood

Summary

Introduction:

With emphasis on early intervention, there is interest in conducting preference assessments in young populations. This study examines reliability and validity in forced choice preference assessment with infants and toddlers. 

Method:

Children between the ages of 11 and 17 months participated. Parents ranked items preferred by their child. A forced choice preference assessment was conducted. One week later, a second forced choice assessment was conducted with the same stimuli. From these assessments, a hierarchy of preferred items was developed. A reinforcer assessment was conducted. The parental hierarchy was compared to the hierarchy developed during direct preference assessment.

Results:

For all participants, highly preferred items remained consistent across both preference assessments. Preferred items were contacted 68% of the time during reinforcer assessment other items were contacted 14% of the time. Parent selected items were contacted 19% of the time. 

Discussion:

Forced choice assessments may useful method for identifying reinforcers in young children. Infants and toddlers were better able to identify items that serve as reinforcers than their parents. This is clinically relevant because parents are routinely asked to choose reinforcers for interventions.  This study demonstrates that it may be more effective to assess the preferences of young children directly. 

 

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