Teaching behavioral therapists to conduct brief preference assessments during therapy sessions

Abstract

The purpose of this study was to examine group classroom instruction and the need for in vivo feedback when teaching 11 behavioral therapists how to conduct a brief paired-stimulus preference assessment, when to conduct preference assessments, and how to interpret the data during regular therapy sessions. Group classroom instruction, consisting of lecture, video modeling, role-play and feedback with a simulated client, was sufficient for seven participants and in vivo feedback was necessary for four participants. Accurate performance was maintained at a 4 week follow-up for 8 participants. Data show that following skill acquisition there was an increase in the variety of stimuli assessed which presents an opportunity to identify diverse preferences. Additionally, each brief paired-stimulus preference assessment took less than 30 s to complete, suggesting that it is practical for therapists to regularly assess preference during their therapy sessions.