The Effects of Training on Parent-Implemented Multiple Stimulus Preference Assessments without Replacement
Hernandez Correa, Marlene
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Many children with autism spectrum disorder (ASD) exhibit restricted interests and communication deficits; hence, identifying potential reinforcers can be challenging. Using multiple stimulus without replacement (MSWO) preference assessments is a practical way for practitioners working with this population to identify potential reinforcers. Previous research has found that inexperienced staff can learn to implement preference assessments using enhanced instructions only (i.e., detailed written information, diagrams, and pictures) without needing feedback (Graff and Karsten, 2012b). However, researchers have yet to examine whether enhanced instructions alone impact other populations' repertoires, such as parents, similarly, or if this training is effective across cultures. Incorporating parent training in the practice of applied behavior analysis (ABA) is crucial for generalizing treatment effects beyond the specific stimulus conditions presented during therapy (e.g., structured clinical settings, standardized materials). It is also important to develop training material that is effective and socially valid across cultures. Thus, the purpose of the current study was to determine if delivering an enhanced instructions package alone was sufficient for teaching four parents of children with intellectual disabilities and/ or parents of children who present with behavioral problems to conduct an MSWO preferent assessment. The results show that all four parents were able to conduct an MSWO preferent assessment after receiving enhanced instructions. In addition, all four parents were able to implement the procedure with their children.