Single Stimulus Preference Assessments, also known as “successive choice” assessments, are conducted by providing a single item to a child, and recording his behavioral response to each item, as well as the duration of his engagement with each item. Although Single Stimulus Preference Assessments may not be as accurate at determining preferences as?MSWOs,?MSWs, and?Paired Stimulus Preference Assessments, these are appropriate for children who are unable to select between highly-preferred and low-preferred items. For example, if you conduct a Paired Stimulus Preference Assessment and noticed that the child always selects items from one side (i.e., side bias) or always attempts to take both presented items, a Single Stimulus Preference Assessment should be used instead.

單一刺激偏好物評估，也稱為“連續(xù)選擇”評估，通過向兒童提供一個單一的項目，記錄他對每個項目的行為反應(yīng)，以及他對每個項目的參與時間。雖然單一刺激偏好評估在確定偏好方面可能不如 mswo、 msw 和配對刺激偏好評估準(zhǔn)確，但這些評估對于那些無法在高度偏好和低度偏好之間進(jìn)行選擇的兒童來說是適當(dāng)?shù)?。例如，如果你進(jìn)行了一個配對刺激偏好評估，并注意到孩子總是從一邊選擇項目(即，側(cè)偏)或總是試圖采取兩個呈現(xiàn)的項目，應(yīng)該使用單一刺激偏好評估。

In addition to being?

appropriate for children unable to scan a field of two items, Single Stimulus Preference Assessments are also appropriate for children who engage in challenging behavior when preferred toys are taken away, because children are allowed to continue engaging with toys until they choose to stop or give them up. These may not be appropriate if you have limited time to conduct assessments, because each item is presented sequentially, and the child is permitted to engage with the item as long as they choose. Thus, these assessments can be quite time consuming. Alternatively, you can set a relatively long time limit for each trial. For example, you can discontinue a trial at a maximum duration (e.g., 5 minutes) and record “max” for that item.

單一刺激偏好評估不僅適用于不能掃描兩個物品的兒童，也適用于那些在喜歡的玩具被拿走時有挑戰(zhàn)性行為的兒童，因為兒童可以繼續(xù)玩玩具，直到他們選擇停止或放棄。如果你只有有限的時間進(jìn)行評估，這些可能是不合適的，因為每個項目都是按順序呈現(xiàn)的，只要孩子們愿意，他們可以參與到這個項目中來。因此，這些評估可能相當(dāng)耗時?；蛘?，你可以為每次試驗設(shè)置一個相對較長的時間限制。例如，你可以中止一個試驗的最大持續(xù)時間(例如，5分鐘) ，并記錄該項目的“最大”。

In a Single Stimulus Preference Assessment, the teacher places a single item in front of the child, and allows the child to approach it and engage with it. After the child finishes consuming the edible or stops playing with the toy, the teacher removes the toy (if applicable) and presents another item. Each time the teacher presents one item, this is known as one trial. The teacher repeats trials until every item in the array has been offered to the child, or until the child consistently rejects or does not approach every item. Typically, the items the child approaches consistently and engages with for the longest are considered the child’s?highest preferred items, and the items that the child does not approach or responds to with avoidant/problem behaviors are considered the child’s?lowest preferred items.?It is important to (a) perform Single Stimulus Preference Assessments regularly because preferences may change, (b) use a combination of likely preferred and non-preferred items to confirm that the child is approaching items based on preference, and (c) regularly assess whether the child is able to scan two or more items on a surface, as MSWOs, MSWs, and Paired Stimulus Preference Assessments may be more efficient and accurate than Single Stimulus Preference Assessments.

在單一刺激偏好物評估中，教師在孩子面前放置一個單一的項目，并允許孩子接近它并參與其中。當(dāng)孩子吃完食物或停止玩玩具后，老師會拿走玩具(如果適用的話)并呈現(xiàn)另一個物品。每次老師提出一個項目，這被稱為一個試驗。老師重復(fù)試驗，直到數(shù)組中的每個項目都提供給孩子，或者直到孩子始終拒絕或不接近每個項目。通常情況下，兒童一貫接觸并長時間參與的項目被認(rèn)為是兒童最喜歡的項目，而兒童不接觸或回避/問題行為反應(yīng)的項目被認(rèn)為是兒童最不喜歡的項目。定期進(jìn)行單一刺激偏好評估是很重要的，因為偏好物可能會改變; (b)使用可能偏好和非偏好的項目組合來確認(rèn)孩子是基于偏好接近項目; (c)定期評估孩子是否能夠掃描一個表面上的兩個或多個項目，因為 MSWOs、 msw 和配對刺激偏好評估可能比單一刺激偏好評估更有效和準(zhǔn)確。

Before beginning, you should collect the following materials:

Data collection sheet

3-10 bite-sized edible items or 3-10 toys

Stopwatch or clock

在開始之前，你應(yīng)該收集以下材料: 數(shù)據(jù)收集表，可以咀嚼3-10次的可食用物品或3-10個玩具，秒表或鐘表

Now you and your child are ready to begin.

1. Sit across from the child at a table or on the floor.

現(xiàn)在你和你的孩子已經(jīng)準(zhǔn)備好開始了。1.在桌子或地板上坐在孩子的對面。

2. Place a single item from your array within reach of the child, and give the task direction, “Do you want it?” You may manipulate the toy as intended to show how it works.

圖2。將單個的項目放在小朋友觸手可及的地方，并詢問，“您想要它嗎?”你可以操縱這個玩具來展示它是如何工作的。

3. If the child approaches the item (i.e., reaches out or takes it from you) and begins playing with it, allow the child to continue engaging with the item until they reject it (i.e., put it back the table, turn away from the item).

圖3。如果孩子接近物品(比如，伸出手或者從你手中拿走)并開始玩這個物品，允許孩子繼續(xù)玩這個物品，直到他們拒絕它(比如，把它放回桌子，離開這個物品)。

4. If the child engages in problem behavior, has an avoidant response (see definitions below), or does not approach the item within 10 s, remove the item.

圖4。如果孩子有問題行為，有回避反應(yīng)(見下面的定義) ，或者在10秒內(nèi)沒有接近這個項目，移除這個項目。

5. Record the following on your data sheet during each trial:

5. 在每次試驗的數(shù)據(jù)表上記錄下列內(nèi)容:

Whether the child?approaches?the item (i.e., reaches out and takes it). If the child has limited motor abilities, approaching the item may mean that you place the item in front of the child, in his hands, or in his lap, and the child does not resist or reject the item. If the toy is novel, you might consider pushing buttons on the toy to show how it works. If the child does not approach the item within 10 s, remove the item.

孩子是否接近這個物品(比如，伸出手去拿)。如果孩子的運動能力有限，接近物品可能意味著你把物品放在孩子的前面，在他的手上，或者在他的膝蓋上，孩子不會反抗或拒絕物品。如果玩具是新奇的，你可以考慮按一下玩具上的按鈕來展示它是如何工作的。如果孩子在10秒內(nèi)沒有接近這個項目，移除這個項目。

Whether the child?engages?with the item. For engaging with toys, this might include pushing buttons on the toy, swinging the toy around, or otherwise manipulating the toy. Engagement does not necessarily have to be manipulating the toy as it was intended, but should not include problem behavior (e.g., throwing the toy, breaking the toy). For engaging with edible items, the child engages with the item if he consumes it.

孩子是否參與這個項目。對于玩具，這可能包括按動玩具上的按鈕，擺動玩具周圍，或以其他方式操縱玩具。參與并不一定要按照玩具的意圖來操縱它，但不應(yīng)該包括問題行為(例如，扔玩具，摔壞玩具)。如果孩子吃了可食用的物品，他就會參與進(jìn)來。

Whether the child has an?孩子是否有avoidant response?回避反應(yīng)?to the item or engages in?或從事某項工作problem behavior?問題行為.?This might include turning his head away from the toy, whining,?這可能包括把他的頭從玩具上移開，發(fā)牢騷,

screaming, aggressing, breaking the item into?尖叫，挑釁，把東西分解成塊

pieces, or throwing the item (unless throwing is an appropriate play action, e.g., with a ball). Avoidant responses and problem behavior should only be recorded during the initial presentation of items, and not after the child has engaged with the item.?或投擲物品(除非投擲是合適的游戲動作，例如球)?；乇苄头磻?yīng)和問題行為應(yīng)該只記錄在最初的項目介紹期間，而不是在孩子參與項目之后

The?duration?for which the child plays with the toy (i.e., the amount of time between the child’s approach and rejection of the toy). It is not necessary to record duration for consuming edible items.

孩子玩玩具的時間長短(即從孩子接近玩具到拒絕玩具之間的時間長短)。沒有必要記錄食用食物的時間。

6. Repeat steps 1-5 until you have completed your pre-determined number of trials or until the child consistently rejects or does not approach any it.

6.重復(fù)步驟1-5，直到你已經(jīng)完成了預(yù)先確定的試驗次數(shù)，或直到孩子始終拒絕或不接近任何試驗。