Maximizing supervisors' efficiency: the use of enhanced written instructions to teach undergraduates to implement a stimulus preference assessment

The efficacy of behavior change programs depends upon staffs' ability to identify stimuli that may function as reinforcers for individual consumers. Graff & Karsten (2012) were the first researchers to test the effectiveness of a self-instructional package (i.e., enhanced written instructions) that did not require a supervisor to model appropriate skills, rehearse with staff members, or provide feedback for staff to meet the mastery criterion. The purpose of my study was to replicate the methods used in the study conducted by Graff and Karsten. A multiple baseline design across participants was used to train three undergraduate students to implement, score, and interpret the outcomes from a paired-stimulus preference assessment with a simulated consumer. Results indicated that all participants demonstrated low to moderate levels of accuracy with the inclusion of written instructions at baseline. Once the enhanced written instructions developed by Graff and Karsten was introduced, only one out of three participants met the mastery criterion for implementation. These findings suggest that the inclusion of enhanced written instructions alone may not be sufficient for all individuals to acquire the basic skills for conducting a stimulus-preference assessment.