A Comparison of Two Procedures for Assessing Preference in a Classroom Setting

The team tested a new way to find out what kids like in class. They used Plickers cards—those paper QR codes kids hold up to answer questions.

Each child got four cards labeled A, B, C, D. The teacher showed pictures of items on the screen. Kids held up the card that matched the item they wanted most.

One teacher scanned the room with a phone. The app logged every choice. They ran this group scan for the whole class at once. Then they ran the old way—one child at a time—to see if the results matched.

The group Plickers method gave the same top choices as the slow 1:1 trials. It just took minutes, not hours.

Rankings stayed the same even when they repeated the scan a week later. Kids liked the game and stayed on task.

Wanchisen et al. (1989) showed that a quick presession choice can stop problem behavior in preschoolers with autism. Radley et al. (2019) scales that idea to a whole general-ed classroom using Plickers.

Heinicke et al. (2016) found that picture cards without real access sometimes fail. Radley’s Plickers pictures also had no immediate access, yet still worked. The difference: Radley’s kids could see peers choosing the same items, which may have added social proof.

Morris et al. (2023) say video-based social preference tests line up best with later reinforcer tests. Plickers uses still pictures, not video. This looks like a contradiction, but Morris studied social stimuli (faces, voices) while Radley used toys and snacks. Still pictures may be enough for objects, while video matters for social items.

You can now screen the kids for reinforcers in under five minutes. No extra staff. No pulling kids out. Just print the cards, open the free app, and scan. Use the top picks to set up group token boards, choice menus, or break activities.