Video Preference Assessment of Students with Autism for Watching Self, Adults, or Peers

Abstract

The preferences of students with autism for watching themselves, a familiar adult, or a familiar peer in video recordings were examined. A multi-stimulus video preference assessment was used to evaluate the preferences of five students with autism. Three video options of a preferred activity (e.g., vacuuming) or daily/routine activity (e.g., snack time) were available to students via a computer-based program. Results showed that collectively there was minimal difference between the three video choices across the five students. However, in their individual scores, preferences varied among the students and activities, providing a framework for discussion of individual preference assessments when using video for instructional programs and reinforcement of task performance and behavior.

Preliminary Investigation of a Video‐based Stimulus Preference Assessment

“…Videos have been used effectively in some choice procedures (e.g., vocational evaluations; Morgan, 2003), but have yet to be evaluated as an alternative stimulus‐presentation format in preference assessments. Mechling and Moser (2010) evaluated preferences of individuals with autism for viewing self, adult, or peer video models; however, participants selected from an array of still photographs, and videos were incorporated only as the consequence for selection responses. As a presentation format, videos may have significant advantages over static alternative stimuli.…”

Assessing preferences of individuals with developmental disabilities using alternative stimulus modalities: A systematic review

“…However, the relation between ABLA scores and accuracy with the video modality is unclear given that the two participants scoring at Level 4 of the ABLA had mixed results. Finally, IQ tests (Horrocks & Morgan, ; Mechling & Moser, ), tests of adaptive behavior (Mechling & Moser, ), and the Childhood Autism Rating Scale (Mechling & Moser, ) were included in one or two studies, but the relation between these assessment results and the results of the video modality SPA were not clear.…”

“…A less common validation benchmark—and possibly the most rigorous—was to use a reinforcer evaluation or assessment to test the predictive validity of the stimuli with high selection percentages identified via an alternative‐modality SPA. We identified five studies across all modality types (Brodhead, Abel et al, 2016; Brodhead, Al‐Dubayan et al, 2016; Ellerd et al, ; Mechling & Moser, ; Tessing et al, ) in which researchers failed to include either validation benchmark for all participants. Perhaps most noteworthy, two of these investigations used the video modality and were published in the last 7 years.…”

Handbook of Early Childhood Special Education

“…However, two of the three children increased target social skills only once the videos were modifi ed and the modeled sequences were simplifi ed to focus on target social behaviors. Likewise, preferences for video option (i.e., self or model), activities, and materials should be assessed and used to promote attention to the video and motivation to perform the target behaviors (Mechling & Moser, 2010 ).…”