An MSW Preference Assessment allows a teacher to create a hierarchy of the child’s preferences. Like an MSWO Preference Assessment, this is an appropriate assessment for children who are able to select preferred items among a sizeable array of items. Unlike an MSWO, this is an appropriate assessment for children who engage in challenging behavior when preferred toys are taken away. Though an MSW is more time-consuming than an MSWO, the child always has the option to choose the same
toy, which may prevent challenging behavior or
damaged rapport with new practitioners. Typically, an MSWO is a more efficient option for edible items, even for children with challenging behavior, because no items need to be taken away after the item is consumed. The drawback of the MSW is that a child may always pick a single item, which gives you information about the status of that item (the child highly prefers it) but no information about relative preference of the other items.
MSW 偏好评估允许教师创建一个孩子的偏好等级。就像 MSWO 偏好评估一样，这是一个适合那些能够在大量项目中选择偏好项目的儿童的评估。不像 MSWO，多重刺激有替换评估对那些对于喜爱的物品被拿走时有问题行为是合适的。虽然 MSW 比 MSWO 更耗时，但是孩子总是可以选择同一个玩具，这样可以防止孩子的挑战行为或者破坏他们与新玩家的友好关系。通常情况下，对于可食用的物品，MSWO 是一个更有效的选择，甚至对于有挑战性行为的儿童，因为没有物品需要被拿走后，该物品被消费。MSW 的缺点是，孩子可能总是选择一个单一的项目，这给你关于该项目的状态的信息(孩子非常喜欢它) ，但没有关于其他项目的相对偏好的信息。
If a child is able to choose highly-preferred items over low-preferred items, but is unable to scan more than two items on a surface, a Paired Stimulus Preference Assessment should be used. If a child is unable to choose highly-preferred items over low-preferred items, or demonstrates a side bias (i.e., selecting items only on one side), a Single Stimulus Preference Assessment or Free Operant Observation should be conducted.
如果一个孩子能够选择高度首选的项目低首选的项目，但无法扫描超过两个项目在一个表面，配对刺激偏好评估应使用。如果一个孩子不能选择高度偏好的项目而不是低度偏好的项目，或者表现出偏向性(即只选择一边的项目) ，应该进行单一刺激偏好评估或自由操作观察。
In an MSW Preference Assessment, the teacher places an array of items (usually toys or edibles) in front of the child, and allows him or her to select one. After the child plays with or consumes the item, the teacher replaces that same item in the array, and replaces the unselected items with new ones. Each time the teacher presents the array, this is known as one trial. The teacher repeats trials until the set number of trials is complete (e.g., after every item has been presented at least twice), or until the child refuses to make any further selections. Typically, the items the child selects during the most number of trials are the child’s highest preferred items of the array, and the items the child selects for the fewest number of trials are the child’s lowest preferred items. The highest preferred items are more likely to serve as reinforcers, or items that will reinforce targeted behaviors. However, keep in mind that not all preferred items function as reinforcers. It is important to (a) perform MSWs regularly because preferences may change, (b) assess a possible side bias by rotating the locations of chosen items, (c) use a combination of likely preferred and non-preferred items to confirm that the child is making choices based on preference, and (d) regularly assess whether you are able to remove preferred toys from the child without problem behavior, as MSWOs are more efficient than MSWs.
在多重刺激有替代评估中，教师会在孩子面前摆放一系列的物品(通常是玩具或食物) ，让他们选择其中一样。在孩子玩耍或消费该项目之后，老师将数组中的同一项目替换为新项目，并将未选中的项目替换为新项目。每次老师展示数组时，这被称为一次试验。老师重复试验直到设定的试验次数完成(例如，每个试题至少被提交两次) ，或者直到孩子拒绝进一步的选择。最喜欢的项目更有可能作为强化物，或项目，将加强目标行为。然而，请记住，并非所有首选的项目都起到强化的作用。(a)定期执行医务社工的工作很重要，因为偏好可能会改变; (b)通过轮换选定物品的位置来评估可能存在的侧向偏差; (c)使用可能偏好和非偏好物品的组合来确认儿童是根据偏好作出选择; (d)定期评估你是否能够从儿童身上移除偏好的玩具而不会出现问题行为，因为医务社工比医务社工更有效率。
Before beginning, you should collect the following materials:
Data collection sheet
An array of 6-8 bite-sized edible items or 6-8 toys
在开始之前，你应该收集以下材料: 数据收集表一组6-8口大小的可食用物品或6-8个玩具
Now you and your child are ready to begin.
现在你和你的孩子已经准备好开始了。
Sit across from the child at a table or on the floor.
在桌子或地板上坐在孩子的对面。
Place 3-4 items in a straight line within the child’s reach, in order by assigned letter. If the child is unable to wait until your task direction to make a selection, block view of the items with a large book or clipboard.
按照指定的字母顺序，将3-4件物品排成直线，放在孩子能够到的地方。如果子系统不能等到您的任务指示才进行选择，请用大型书本或剪贴板阻止对项目的查看。
Lift the book or clipboard (if you are blocking the child’s view), and give the task direction, “Pick one” or “Which one do you want?”
举起书或者剪贴板(如果你挡住了孩子的视线) ，给出任务指示，“选择一个”或者“你想要哪一个?”
If the child reaches for more than one item, block access to both items, and repeat the task direction, “Pick one” or “Pick one for now. We’ll pick another one next.” If the child continues to make this error across several trials, you should consider conducting a Single Stimulus Preference Assessment or Free Operant Observation.
如果子级访问多个项目，则阻止对两个项目的访问，并重复任务方向，“选择一个”或“现在选择一个”。我们接下来再挑一个。”如果孩子在几次试验中持续犯这个错误，你应该考虑进行单一刺激偏好评估或自由操作观察。
Allow the child to consume the edible item or play with the toy. Block access to the remaining stimuli during this interim.
允许孩子吃食物或玩玩具。阻止访问剩余的刺激在这个过渡期间。
While the child is consuming the edible item or playing with the toy, replace the unselected items with new items, and choose a new location for the chosen item in the array. This will allow you to detect if the child is only choosing from 当孩子正在吃食物或玩玩具时，用新的项目替换未选择的项目，并为数组中选择的项目选择一个新的位置。这将允许你检测孩子是否只是从
one side. 一边
If you are using toys, put the chosen toy back in the array after 15-30 seconds. If you are using edibles, replace the chosen edible with an identical edible in the array. Thus, for every trial, you will have the same number of items as the previous trial, and the array will always include the most recently selected item.
如果你正在使用玩具，15-30秒后把选择的玩具放回数组中。如果你使用的是可食用的食物，那就用一组相同的可食用的食物来代替选择的可食用的食物。因此，对于每个试验，您将拥有与前一个试验相同的数量的项目，数组将始终包含最近选择的项目。
Repeat steps 4-7 until the set number of trials is complete (e.g., after every item has been presented least twice), or until the child refuses to make any further selections.
重复步骤4-7，直到设定的试验次数完成(例如，每个项目至少被展示两次之后) ，或者直到孩子拒绝做进一步的选择。