Exploring Teachers’ Familiarity and Perceptions of Preference Assessments
Preschool special-ed teachers rarely run preference assessments because they lack know-how and doubt the payoff, even though quick methods exist and work.
01Research in Context
What this study did
Miranda et al. (2025) talked to preschool special-ed teachers in Indiana. They asked how often the teachers run preference assessments and why they skip them.
The team used open-ended questions. Teachers could speak freely about what they knew and what got in the way.
What they found
Most teachers said they almost never use preference assessments. They told two main reasons: “I don’t know how” and “I don’t think I need to.”
Even so, the teachers still felt the idea was valid. They just did not see it as a daily necessity.
How this fits with other research
Matson et al. (2013) showed that unfamiliar toys can become strong reinforcers for preschoolers with autism. If teachers skip assessments, they miss these powerful items.
Brodhead et al. (2019) proved a quick video-based assessment still predicts what will work. The tool is fast and needs no extra materials, yet the Indiana teachers did not know it exists.
Goldberg et al. (2023) found that even low-ranked items can still function as reinforcers. This means teachers who rely only on “obvious favorites” may leave effective options on the shelf.
Why it matters
You now have data showing a gap between lab research and real preschool rooms. Share the one-minute video method from Brodhead et al. (2019) at your next in-service. Model it with one child and one toy. When staff see the item produce work, the “I don’t need to” excuse fades. A five-minute demo can turn unfamiliar assessments into everyday practice.
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02At a glance
03Original abstract
Abstract Using reinforcers and student preferences may contribute to appropriate academic and behavioral outcomes for students with disabilities. Special education teachers may identify potential reinforcers and student preferences by using preference assessment procedures, which are observation-based procedures to identify and rank student preferences. However, there is limited research on special education teachers’ knowledge of preference assessments and how frequently they use preference assessments in the classroom. The purpose of this qualitative study was to explore special education preschool teachers’ understanding, usage, and perception of preference assessment procedures. Seven special education preschool teachers in Indiana participated in study interviews. Findings revealed that teachers had little to no understanding or a very broad understanding of preference assessments, and they rarely implemented preference assessments in their classroom. Teachers believed that preference assessments are a socially valid procedure for identifying reinforcers, but most teachers did not see a need to implement them often. Potential barriers for teachers’ implementation of preference assessments are discussed.
Behavior Analysis in Practice, 2025 · doi:10.1007/s40617-025-01102-8