MSWO PREFERENCE ASSESSMENT SESSION DESCRIPTION 1
Multiple Stimulus Without Replacement (MSWO)
Preference Assessment Session Description
Please note, this protocol is designed for use by professionals who have experience conducting
preference assessments, and is not a subtitute for formal training.
DeLeon, I. G., & Iwata, B. A. (1996). Evaluation of a multiple-stimulus presentation format for
assessing reinforcer preferences. Journal of Applied Behavior Analysis, 29, 519-532.
Purpose: This is a validated empirical preference assessment designed to identify individual
student’s preferences for various stimuli. Research has demonstrated that preference rankings
obtained via this assessment procedure predict reinforcer effectiveness. That is, higher
preference stimuli are more likely to function as more powerful reinforcers than lower
preference stimuli. It should be noted that this procedure provides a relative preference
ranking, because stimuli are examined relative to one another. If staff are not familiar with a
student, or know of only a few stimuli that seem preferred, then a structured interview (the
RAISD*) should be conducted with care providers to identify additional stimuli. NOTE: this
procedure may not be appropriate for students who might impulsively select the first stimulus
encountered. The student must be able to scan the entire array before responding. Therefore,
careful consideration should be taken in determining the number of stimuli to include in the
array.
Preparation:
Obtain proper consent from guardians.
Define criteria for use of protective equipment, response blocking, and session termination base
on risk for injury.
Identify and operationally define target behaviors for data collection (optional).
Materials: between 6 to 10 stimuli, MSWO data sheet
Procedure: Ideally, sessions will be conducted in a room with no other children present and no
materials nearby, other than those required for the assessment. Stimuli are presented simultaneously
in an array. Once a stimulus is selected access to the other stimuli is blocked for the remainder of the
trial. The stimulus selected is then removed from the array on subsequent trials. This procedure is
repeated for at least 3 sessions, or until a stable preference emerges, or it is clear that stability will not
occur after 5 times. All problem behavior is ignored.
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MSWO PREFERENCE ASSESSMENT SESSION DESCRIPTION 2
Pre-session Setup
Setup datasheet and prepare materials.
Setup a chair and table for the student.
When assessing preference of edibles disinfect the table and wash hands (student, session
therapist, anyone handling food).
Pre-session Sampling
Prior to beginning the assessment, seat the student at the table and allow them to sample each
stimulus. For a toy, show the student how it works (e.g., press buttons, flip pages, turn on) and
then place the stimulus on the table. If the student approaches the stimulus allow them 5-10s
access (for edibles provide a small bite) and then repeat this procedure with the next stimulus.
If the student does not approach the stimulus after 5s, the therapist will prompt the student to
sample the stimulus for 5s. After sampling the item (or consuming the edible), present the
stimulus again for 5s. If the student approaches, allow 5-10s access; if they do not approach
move on to the next stimulus.
Presentation
Each session will begin with all stimuli quasi-randomly sequenced in a straight line on the table,
each approximately 2 inches apart.
At the start of session, seat the student at the table or bring them to the table.
The therapist will instruct the student to select one stimulus (“pick one”). Allow the student
access to the stimulus they chose for approximately 30s or until the student finishes the bite.
Once the student has made a selection they should be blocked from accessing additional stimuli
during that particular trial. Discuss with the supervisor if this is an issue for your student (e.g.,
may need to relocate the student, pull table away, move stimuli).
If the student makes contact with more than one stimulus, give them the one they touched first.
The stimulus selected will be removed (or not replaced for edibles) from the line up for
subsequent trials during that session.
Prior to beginning the next trial, the sequencing of the remaining stimuli will be rotated by
taking the stimulus at the left end of the line and moving it to the right end, then shift the other
stimuli so they will again be equally spaced on the table. The second trial will begin.
Continue in this manner until all stimuli are selected or until the student makes no selection
within 30s from the beginning of the trial. In the latter case, the session will be terminated and
remaining stimuli will be recorded as “not selected.”
Data Collection: use the MSWO data sheet
Record the stimulus selected during each trial.
Target problem behavior (optional) – record the frequency of problem behavior as defined
individually for each student while they have access to the stimulus selected (note if problem
behavior occurred after blocking access to other stimuli).
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MSWO PREFERENCE ASSESSMENT SESSION DESCRIPTION 3
Data Summary and Analysis
Preference Data
Input the number of trials each stimulus was selected, and the number of trials each stimulus
was included in the array. Calculate the percentage of trials each stimulus was selected by
dividing the number of times the stimulus was included in the array by the number of times it
was selected.
Examine stability of preferences to determine whether it is necessary to repeat the procedure
more than 3 times.
Calculate and average percentage of times each stimulus was selected across administrations,
and sort the data in Excel so the stimuli are sorted from higher to lower preference.
Problem Behavior Data (optional)
Input the total number of problem behaviors emitted while the student had access to each
stimulus during each trial. Calculate the rate of problem behavior while the student had access
to each stimulus by dividing the total number of behaviors by the number of minutes the
student had access to that particular stimulus.
Calculate and average rate of problem behavior for each stimulus across administrations.
Graphically depict the preference hierarchy, with the stimuli listed on the x-axis, the percentage trials
each stimulus was selected on the primary y-axis, and (optional) the rate of problem behavior on the
secondary y-axis (use a double-bar bar graph or bar/line graph to depict preference and rate of problem
behavior).
Interpretation of Results: Preference Rankings. This assessment procedure has been validated, and
there is a high probability that the top ranked stimuli will function as more powerful reinforcers than the
lower ranked stimuli. Of course, reinforcer effectiveness is not absolute, and a function of other factors
including the response and the availability of other reinforcement. However, with all these factors being
equal, the preference hierarchy obtained should generally predict reinforcer effectiveness.
*RAISD – Reinforcer Assessment for Individuals with Severe Disabilities – is structured parent interview
designed to identify stimuli to evaluate in a preference assessment.
Fisher, W.W. Piazza, C.C., Bowman, L.G., & Amari, A. (1996). Integrating caregiver report with a
systematic choice assessment. American Journal on Mental Retardation, 101, 15-25.
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MSWO PREFERENCE ASSESSMENT SESSION DESCRIPTION 4
MSWO Data Sheet
Student Name: ____________________ Date: _____________________________
Data Collector: ____________________ Primary / Reliability (circle one)
Session #: _______
Trial Stimuli Selected Target Behavior(s) Notes
1
10
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