Evaluation of assessment methods for identifying social reinforcers.

Laugeson et al. (2014) built two photo-based tools to find out what kinds of attention kids like. They showed pictures of adults giving praise, high-fives, smiles, and quiet time. One tool added a control card that meant 'no attention.' Kids pointed to the photos they wanted.

After picking photos, the team tested if the chosen attention really worked as a reinforcer. They gave the preferred attention only when kids did a simple task. This final step proved the photos told the truth.

The format with the control card gave steady results every time. When kids picked 'high-five' in the photo round, they also worked hardest for real high-fives later. The other format without the control card wobbled; choices shifted between sessions.

The reliable format passed the reinforcer test. Tasks increased when the promised social reward matched the photo pick.

Wolfe et al. (2018) moved from photos to short videos. Videos worked for two children but failed for one until they blocked access during the test. Together the papers say: show the social reward in pictures or clips, then always run a quick access test before treatment.

Lancioni et al. (2006) warned that asking 'What do you like?' without showing the real thing can mislead. Laugeson et al. (2014) agree and fix the problem by letting kids see photos first and then feel the real attention.

Kronfli et al. (2024) used the same idea for conversation topics. Their response-restriction chat assessment, like A's photo tool, finds what keeps kids talking, not just what they say they like.

Before you build a praise-heavy program, spend five minutes on photos. Snap shots of your common attention forms, add a 'no-attention' card, and let the child choose. Follow with a brief reinforcer test: deliver the picked attention only after a quick response. If responding climbs, you have a cheap, portable list of true social reinforcers ready for any intervention plan.