Single Stimulus Preference Assessments, also known as “successive choice” assessments, are conducted by providing a single item to a child, and recording his behavioral response to each item, as well as the duration of his engagement with each item. Although Single Stimulus Preference Assessments may not be as accurate at determining preferences as MSWOs, MSWs, and Paired Stimulus Preference Assessments, these are appropriate for children who are unable to select between highly-preferred and low-preferred items. For example, if you conduct a Paired Stimulus Preference Assessment and noticed that the child always selects items from one side (i.e., side bias) or always attempts to take both presented items, a Single Stimulus Preference Assessment should be used instead.
单一刺激偏好物评估，也称为“连续选择”评估，通过向儿童提供一个单一的项目，记录他对每个项目的行为反应，以及他对每个项目的参与时间。虽然单一刺激偏好评估在确定偏好方面可能不如 mswo、 msw 和配对刺激偏好评估准确，但这些评估对于那些无法在高度偏好和低度偏好之间进行选择的儿童来说是适当的。例如，如果你进行了一个配对刺激偏好评估，并注意到孩子总是从一边选择项目(即，侧偏)或总是试图采取两个呈现的项目，应该使用单一刺激偏好评估。
In addition to being
appropriate for children unable to scan a field of two items, Single Stimulus Preference Assessments are also appropriate for children who engage in challenging behavior when preferred toys are taken away, because children are allowed to continue engaging with toys until they choose to stop or give them up. These may not be appropriate if you have limited time to conduct assessments, because each item is presented sequentially, and the child is permitted to engage with the item as long as they choose. Thus, these assessments can be quite time consuming. Alternatively, you can set a relatively long time limit for each trial. For example, you can discontinue a trial at a maximum duration (e.g., 5 minutes) and record “max” for that item.
单一刺激偏好评估不仅适用于不能扫描两个物品的儿童，也适用于那些在喜欢的玩具被拿走时有挑战性行为的儿童，因为儿童可以继续玩玩具，直到他们选择停止或放弃。如果你只有有限的时间进行评估，这些可能是不合适的，因为每个项目都是按顺序呈现的，只要孩子们愿意，他们可以参与到这个项目中来。因此，这些评估可能相当耗时。或者，你可以为每次试验设置一个相对较长的时间限制。例如，你可以中止一个试验的最大持续时间(例如，5分钟) ，并记录该项目的“最大”。
In a Single Stimulus Preference Assessment, the teacher places a single item in front of the child, and allows the child to approach it and engage with it. After the child finishes consuming the edible or stops playing with the toy, the teacher removes the toy (if applicable) and presents another item. Each time the teacher presents one item, this is known as one trial. The teacher repeats trials until every item in the array has been offered to the child, or until the child consistently rejects or does not approach every item. Typically, the items the child approaches consistently and engages with for the longest are considered the child’s highest preferred items, and the items that the child does not approach or responds to with avoidant/problem behaviors are considered the child’s lowest preferred items. It is important to (a) perform Single Stimulus Preference Assessments regularly because preferences may change, (b) use a combination of likely preferred and non-preferred items to confirm that the child is approaching items based on preference, and (c) regularly assess whether the child is able to scan two or more items on a surface, as MSWOs, MSWs, and Paired Stimulus Preference Assessments may be more efficient and accurate than Single Stimulus Preference Assessments.
在单一刺激偏好物评估中，教师在孩子面前放置一个单一的项目，并允许孩子接近它并参与其中。当孩子吃完食物或停止玩玩具后，老师会拿走玩具(如果适用的话)并呈现另一个物品。每次老师提出一个项目，这被称为一个试验。老师重复试验，直到数组中的每个项目都提供给孩子，或者直到孩子始终拒绝或不接近每个项目。通常情况下，儿童一贯接触并长时间参与的项目被认为是儿童最喜欢的项目，而儿童不接触或回避/问题行为反应的项目被认为是儿童最不喜欢的项目。定期进行单一刺激偏好评估是很重要的，因为偏好物可能会改变; (b)使用可能偏好和非偏好的项目组合来确认孩子是基于偏好接近项目; (c)定期评估孩子是否能够扫描一个表面上的两个或多个项目，因为 MSWOs、 msw 和配对刺激偏好评估可能比单一刺激偏好评估更有效和准确。
Before beginning, you should collect the following materials:
Data collection sheet
3-10 bite-sized edible items or 3-10 toys
Stopwatch or clock
在开始之前，你应该收集以下材料: 数据收集表，可以咀嚼3-10次的可食用物品或3-10个玩具，秒表或钟表
Now you and your child are ready to begin.
1. Sit across from the child at a table or on the floor.
现在你和你的孩子已经准备好开始了。1.在桌子或地板上坐在孩子的对面。
2. Place a single item from your array within reach of the child, and give the task direction, “Do you want it?” You may manipulate the toy as intended to show how it works.
图2。将单个的项目放在小朋友触手可及的地方，并询问，“您想要它吗?”你可以操纵这个玩具来展示它是如何工作的。
3. If the child approaches the item (i.e., reaches out or takes it from you) and begins playing with it, allow the child to continue engaging with the item until they reject it (i.e., put it back the table, turn away from the item).
图3。如果孩子接近物品(比如，伸出手或者从你手中拿走)并开始玩这个物品，允许孩子继续玩这个物品，直到他们拒绝它(比如，把它放回桌子，离开这个物品)。
4. If the child engages in problem behavior, has an avoidant response (see definitions below), or does not approach the item within 10 s, remove the item.
图4。如果孩子有问题行为，有回避反应(见下面的定义) ，或者在10秒内没有接近这个项目，移除这个项目。
5. Record the following on your data sheet during each trial:
5. 在每次试验的数据表上记录下列内容:
Whether the child approaches the item (i.e., reaches out and takes it). If the child has limited motor abilities, approaching the item may mean that you place the item in front of the child, in his hands, or in his lap, and the child does not resist or reject the item. If the toy is novel, you might consider pushing buttons on the toy to show how it works. If the child does not approach the item within 10 s, remove the item.
孩子是否接近这个物品(比如，伸出手去拿)。如果孩子的运动能力有限，接近物品可能意味着你把物品放在孩子的前面，在他的手上，或者在他的膝盖上，孩子不会反抗或拒绝物品。如果玩具是新奇的，你可以考虑按一下玩具上的按钮来展示它是如何工作的。如果孩子在10秒内没有接近这个项目，移除这个项目。
Whether the child engages with the item. For engaging with toys, this might include pushing buttons on the toy, swinging the toy around, or otherwise manipulating the toy. Engagement does not necessarily have to be manipulating the toy as it was intended, but should not include problem behavior (e.g., throwing the toy, breaking the toy). For engaging with edible items, the child engages with the item if he consumes it.
孩子是否参与这个项目。对于玩具，这可能包括按动玩具上的按钮，摆动玩具周围，或以其他方式操纵玩具。参与并不一定要按照玩具的意图来操纵它，但不应该包括问题行为(例如，扔玩具，摔坏玩具)。如果孩子吃了可食用的物品，他就会参与进来。
Whether the child has an 孩子是否有avoidant response 回避反应 to the item or engages in 或从事某项工作problem behavior 问题行为. This might include turning his head away from the toy, whining, 这可能包括把他的头从玩具上移开，发牢骚,
screaming, aggressing, breaking the item into 尖叫，挑衅，把东西分解成块
pieces, or throwing the item (unless throwing is an appropriate play action, e.g., with a ball). Avoidant responses and problem behavior should only be recorded during the initial presentation of items, and not after the child has engaged with the item. 或投掷物品(除非投掷是合适的游戏动作，例如球)。回避型反应和问题行为应该只记录在最初的项目介绍期间，而不是在孩子参与项目之后
The duration for which the child plays with the toy (i.e., the amount of time between the child’s approach and rejection of the toy). It is not necessary to record duration for consuming edible items.
孩子玩玩具的时间长短(即从孩子接近玩具到拒绝玩具之间的时间长短)。没有必要记录食用食物的时间。
6. Repeat steps 1-5 until you have completed your pre-determined number of trials or until the child consistently rejects or does not approach any it.
6.重复步骤1-5，直到你已经完成了预先确定的试验次数，或直到孩子始终拒绝或不接近任何试验。