Evaluation of a concurrent‐operant demand assessment to determine task preference

2020 ◽  
Vol 35 (4) ◽  
pp. 508-523
Author(s):  
Lindsay A. Lloveras ◽  
Nathan A. Call ◽  
Jason C. Bourret ◽  
Sarah K. Slocum
Keyword(s):  
Demand Assessment ◽  
Concurrent Operant ◽  
Task Preference

Evaluating acquisition, preference and discrimination in requesting skills between picture exchange and iPad®-based speech generating device across preschoolers

2021 ◽  
pp. 026565902198939
Author(s):  
Yvonne HL Yong ◽  
Anuradha S Dutt ◽  
Mo Chen ◽  
Adeline M Yeong
Keyword(s):  
Developmental Disabilities ◽  
Augmentative And Alternative Communication ◽  
Alternative Communication ◽  
Acquisition Rate ◽  
Baseline Design ◽  
Instruction Condition ◽  
Speech Generating Device ◽  
Concurrent Operant ◽  
Picture Exchange ◽  
Based Instruction

This study compared a picture exchange (PE) system and an iPad®-based speech generating device (SGD) when teaching requesting skills to preschoolers with developmental disabilities and limited functional speech. A multiple baseline design with counterbalancing the order of two instruction conditions across participants was applied to compare the acquisition rate, followed by a concurrent operant arrangement to examine participants’ preference for these two augmentative and alternative communication (AAC) systems. Discrimination of two picture symbols presented via the priority AAC system was also probed using a concurrent operant arrangement. Results indicated that two of three participants required less sessions to reach mastery for the iPad®-based instruction condition. All participants showed a clear preference for the iPad®-based SGD and were able to discriminate between two picture symbols presented simultaneously on the iPad®-based SGD when making requests. This study highlights practice implications in terms of describing a systematic approach that could be employed when identifying a priority AAC system for learners with developmental disabilities and limited functional speech.

scholarly journals A Survey on Investment Demand Assessment Models for Power Grid Infrastructure

IEEE Access ◽  
2021 ◽  
pp. 1-1
Author(s):  
Jinming Li ◽  
Wei Chen ◽  
Yidong Chen ◽  
Kun Sheng ◽  
Shengnan Du ◽  
...  
Keyword(s):  
Power Grid ◽  
Grid Infrastructure ◽  
Investment Demand ◽  
Demand Assessment

scholarly journals Water Demand Assessment of the Upper Semi-arid Sub-catchment of a Mediterranean Basin

2017 ◽  
Vol 119 ◽  
pp. 870-882 ◽  
Author(s):  
Hocine Kiniouar ◽  
Azzedine Hani ◽  
Zoran Kapelan
Keyword(s):  
Water Demand ◽  
Mediterranean Basin ◽  
Demand Assessment ◽  
Semi Arid

scholarly journals DATA COLLECTION METHODOLOGIES IN URBAN FREIGHT TRANSPORTATION

2021 ◽  
Vol 2021 (1) ◽  
pp. 103-107
Author(s):  
Ol'ga Lebedeva
Keyword(s):  
Freight Transportation ◽  
Main Task ◽  
Reliable System ◽  
Traffic Demand ◽  
Urban Freight ◽  
Freight Traffic ◽  
Urban Freight Transport ◽  
Demand Assessment ◽  
Urban Freight Transportation ◽  
Adequate Data

The well-known approaches to the process of modeling the demand in urban freight transportation in conditions of limited availability of adequate data are considered. The main task is to select a model for creating a reliable system for analyzing urban freight traffic. Demand assessment models were chosen as input data because they are the most representative for assessing urban freight transport performance.

Effects of Choice and Task Preference on the Work Performance of Students with Behavior Problems

1997 ◽  
Vol 22 (2) ◽  
pp. 65-74 ◽  
Author(s):  
Christine L. Cole ◽  
Teresa A. Davenport ◽  
Linda M. Bambara ◽  
Christina L. Ager
Keyword(s):  
Challenging Behavior ◽  
Work Performance ◽  
Future Research ◽  
Classroom Setting ◽  
Choice Making ◽  
Work Tasks ◽  
Multielement Design ◽  
Individual Participant ◽  
Task Preference ◽  
And Task

This investigation compared the effects of choice and assignment of preferred and nonpreferred tasks on the work performance of three students with moderate intellectual impairments and challenging behavior in a classroom setting. After assessing student task preferences, a multielement design was used to evaluate three conditions: (a) assigning a preferred task, (b) assigning a nonpreferred task, and (c) providing a choice between work tasks. Results indicated individual participant data were idiosyncratic and choice making failed to produce superior effects for any of the participants. Students' task preferences changed from preassessment to postassessment, although their nonpreferred tasks remained unchanged. Results are discussed in terms of previous research and future research needs with this student population.

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