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was 68% (range 42% to 83%). In <str<strong>on</strong>g>the</str<strong>on</strong>g> video<br />
presentati<strong>on</strong> phases, <str<strong>on</strong>g>the</str<strong>on</strong>g> average was 62%<br />
(range 33% to 83%). Lastly, in <str<strong>on</strong>g>the</str<strong>on</strong>g> spoken<br />
phases, <str<strong>on</strong>g>the</str<strong>on</strong>g> average was 50% (range 42% to<br />
58%).<br />
Participants 6 <strong>and</strong> 7 passed <str<strong>on</strong>g>the</str<strong>on</strong>g> visual, visual<br />
matching-to-sample, <strong>and</strong> auditory-visual discriminati<strong>on</strong><br />
assessments <strong>on</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> ABLA Test.<br />
They selected <str<strong>on</strong>g>the</str<strong>on</strong>g>ir preferred activity <strong>on</strong> all<br />
trials (100%) during object, pictorial, <strong>and</strong><br />
video phases, <strong>and</strong> <strong>on</strong> an average of 85% of <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
spoken phase trials (range 83% to 92%).<br />
Discussi<strong>on</strong><br />
C<strong>on</strong>cerning <str<strong>on</strong>g>the</str<strong>on</strong>g> object, pictorial, <strong>and</strong> spoken<br />
modalities, <str<strong>on</strong>g>the</str<strong>on</strong>g> results replicate <str<strong>on</strong>g>the</str<strong>on</strong>g> findings of<br />
previous research except for <str<strong>on</strong>g>the</str<strong>on</strong>g> pictorial modality<br />
with Participant 5. First, we anticipated<br />
that Level 3 participants would select <str<strong>on</strong>g>the</str<strong>on</strong>g>ir<br />
preferred activity more frequently during object<br />
phases, but at approximately chance level<br />
during pictorial <strong>and</strong> spoken phases. This was<br />
c<strong>on</strong>firmed. Sec<strong>on</strong>d, we anticipated that Level<br />
4 participants would select <str<strong>on</strong>g>the</str<strong>on</strong>g>ir preferred activity<br />
more frequently during object <strong>and</strong> pictorial<br />
phases, but at approximately chance<br />
level during spoken phases. This was c<strong>on</strong>firmed<br />
except for <str<strong>on</strong>g>the</str<strong>on</strong>g> pictorial modality with<br />
Participant 5. His preference toward <str<strong>on</strong>g>the</str<strong>on</strong>g> preferred<br />
leisure activity was inc<strong>on</strong>sistent during<br />
pictorial phases. He selected his preferred activity<br />
<strong>on</strong> an average of 63% across phases.<br />
Participant 5 did not select his preferred activity<br />
during object phases as frequently as<br />
o<str<strong>on</strong>g>the</str<strong>on</strong>g>r participants (i.e., <strong>on</strong> an average of 75%<br />
across phases vs. <strong>on</strong> an average of 96% across<br />
phases for o<str<strong>on</strong>g>the</str<strong>on</strong>g>r participants). This suggests<br />
that <str<strong>on</strong>g>the</str<strong>on</strong>g> activity was not as str<strong>on</strong>gly preferred<br />
<strong>and</strong> this may have c<strong>on</strong>tributed to <str<strong>on</strong>g>the</str<strong>on</strong>g> mixed<br />
results. Overall, Participant 4 selected her preferred<br />
leisure activity during pictorial phases<br />
more frequently even though her preference<br />
toward <str<strong>on</strong>g>the</str<strong>on</strong>g> preferred activity was inc<strong>on</strong>sistent<br />
across phases <strong>and</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> effect is small (i.e., <strong>on</strong><br />
an average of 75% across phases). Third, we<br />
anticipated that <str<strong>on</strong>g>the</str<strong>on</strong>g> Level 6 participants would<br />
select <str<strong>on</strong>g>the</str<strong>on</strong>g>ir preferred activity more frequently<br />
during all three stimulus modalities. This was<br />
c<strong>on</strong>firmed in all modalities. Except for Participant<br />
5’s performance in <str<strong>on</strong>g>the</str<strong>on</strong>g> pictorial modality,<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g>se results are c<strong>on</strong>sistent with previous<br />
findings (e.g., C<strong>on</strong>yers et al., 2002; de Vries et<br />
al., 2005).<br />
The present study extends previous research<br />
by examining <str<strong>on</strong>g>the</str<strong>on</strong>g> use of video presentati<strong>on</strong>s<br />
in preference assessments with pers<strong>on</strong>s<br />
with severe <strong>and</strong> profound developmental disabilities.<br />
During video presentati<strong>on</strong>s, all participants<br />
at Level 3 did not show a preference<br />
for <str<strong>on</strong>g>the</str<strong>on</strong>g>ir preferred over <str<strong>on</strong>g>the</str<strong>on</strong>g> less preferred activities,<br />
while both participants at Level 6<br />
chose <str<strong>on</strong>g>the</str<strong>on</strong>g>ir preferred activities c<strong>on</strong>sistently.<br />
The two participants at Level 4 showed mixed<br />
results, with Participant 4 choosing her preferred<br />
activity more frequently than <str<strong>on</strong>g>the</str<strong>on</strong>g> less<br />
preferred activity even though her performance<br />
was inc<strong>on</strong>sistent across phases, whereas<br />
Participant 5 did not. Given <str<strong>on</strong>g>the</str<strong>on</strong>g> small number<br />
of participants, <str<strong>on</strong>g>the</str<strong>on</strong>g>se results should be interpreted<br />
cautiously. Fur<str<strong>on</strong>g>the</str<strong>on</strong>g>r research with additi<strong>on</strong>al<br />
participants, especially at Level 4, is<br />
needed. However, if <str<strong>on</strong>g>the</str<strong>on</strong>g> present results are<br />
generalizable, it suggests that quasi-identity<br />
matching performance involving 3-dimensi<strong>on</strong>al<br />
objects (<str<strong>on</strong>g>the</str<strong>on</strong>g> ABLA Level 4 discriminati<strong>on</strong>)<br />
may not predict a pers<strong>on</strong>’s ability to<br />
c<strong>on</strong>sistently select his/her preferred activity<br />
using video presentati<strong>on</strong>.<br />
Research is needed to examine <str<strong>on</strong>g>the</str<strong>on</strong>g> relative<br />
importance of <str<strong>on</strong>g>the</str<strong>on</strong>g> visual <strong>and</strong> auditory comp<strong>on</strong>ents<br />
of video presentati<strong>on</strong>s. In this study, <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
video clips were presented without sound because<br />
we speculated that sounds associated<br />
with <str<strong>on</strong>g>the</str<strong>on</strong>g> two videos presented c<strong>on</strong>currently<br />
might have been c<strong>on</strong>fusing to <str<strong>on</strong>g>the</str<strong>on</strong>g> participants,<br />
especially those who had not passed <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
auditory-visual discriminati<strong>on</strong> (Level 6) <strong>on</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
ABLA Test. However, sounds <strong>and</strong> visual stimuli<br />
associated with different activities usually<br />
occur as a compound stimulus in <str<strong>on</strong>g>the</str<strong>on</strong>g> natural<br />
envir<strong>on</strong>ment <strong>and</strong> <strong>on</strong>e is often exposed to multiple<br />
stimuli simultaneously. For <str<strong>on</strong>g>the</str<strong>on</strong>g> Level 4<br />
participants, who had failed to perform <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
ABLA Level 6 auditory-visual discriminati<strong>on</strong>, it<br />
is quite possible that <str<strong>on</strong>g>the</str<strong>on</strong>g>y may be able to discriminate<br />
some n<strong>on</strong>-speech sounds. Therefore,<br />
distinctive sounds accompanying different<br />
activities might facilitate video<br />
discriminati<strong>on</strong>s even for participants who<br />
have not dem<strong>on</strong>strated <str<strong>on</strong>g>the</str<strong>on</strong>g> ABLA Level 6 discriminati<strong>on</strong>.<br />
Alternatives to c<strong>on</strong>current presentati<strong>on</strong>s<br />
of videos with sound, such as successive<br />
presentati<strong>on</strong>s, may help to reduce<br />
potential interference.<br />
Discriminati<strong>on</strong> Skills / 395