When we hear “preference assessment,” it can sometimes sound a little technical. Maybe even transactional. After all, nobody wants to feel like they’re just “bribing” a learner into participating or training them to comply just because we waved a favorite toy around!
But when used the right way, preference assessments aren’t about control at all. They’re about connection.
At their core, these assessments help us understand what truly motivates a learner: what they enjoy, what they avoid, and what makes them light up. When we use that information thoughtfully, we can move away from power struggles and toward genuine buy-in.
Let’s talk about what that actually looks like in practice.
Buy-In vs. Compliance: Why It Matters
Here’s the thing: Compliance is about doing what’s asked because you have to. Buy-in is about participating because it feels worthwhile, predictable, or meaningful.
In our field, this distinction is huge! A learner who is only compliant might follow directions in the moment, but that learning doesn’t always stick – and we might be missing signs of stress underneath the surface. A learner who has buy-in, on the other hand, is more likely to engage willingly, stay regulated, and build skills that generalize beyond the session.
Preference assessments, when used ethically and collaboratively, are one of our best tools for building that buy-in.
The Reinforcement Systems Starter Pack gives you practical, ready-to-use materials that help you reinforce effectively across ages, skill levels, and settings…without reinventing the wheel.
What a Preference Assessment Really Is (& Isn’t)
A preference assessment is simply a way to learn what a child likes in the moment.
It’s not a one-time test. It’s not about forcing a choice. And it’s definitely not about dangling rewards to get obedience. Instead, it’s an ongoing process of observation and curiosity!
We want to pay attention to:
- What the learner gravitates toward independently
- What they return to again and again
- What they avoid or drop quickly
- How their preferences change across environments or times of day
For many learners, preferences are fluid. What was exciting yesterday might be “meh” today. That’s totally normal – and it’s why assessments are most effective when they’re informal, flexible, and repeated often.
Why Preferences Are the Gateway to Engagement
Imagine being asked to learn something difficult while surrounded by things you don’t enjoy, in a setting that feels unpredictable. We’d probably check out pretty quickly, right? Our learners are no different.
When we incorporate a learner’s preferences into our sessions, we’re saying: “I see you. Your interests matter. You have a voice in this process.” That sense of being understood is often what reduces resistance – not just the reinforcer itself.
Moving From “First–Then” to Shared Goals
Many of us use the classic “First work, then reinforcement” structure. While this can be useful, it’s easy to slip into a transactional pattern if we aren’t careful. Preference assessments allow us to go deeper!
Instead of using preferred items only after demands, we can:
- Embed interests directly into activities
- Offer choices between tasks
- Let preferences shape how skills are taught, not just the reward
For example, if you have a learner who loves vehicles, try practicing turn-taking with toy cars instead of flashcards. If they love movement, maybe work on language during an obstacle course! Now the activity itself becomes motivating, not just the payoff at the end.
Listening Beyond “Favorites”
One of the most overlooked aspects of preference assessments is learning what a learner doesn’t like – and respecting it.
Avoidance behaviors often communicate important info: Is the task too hard? Is the environment overwhelming? When we ignore those signals and push through, we risk damaging trust.
When we acknowledge them, we can adjust. Maybe we can break tasks into smaller steps or offer more control. Building buy-in sometimes means slowing down rather than pushing forward.
The Reinforcement Systems Starter Pack gives you practical, ready-to-use materials that help you reinforce effectively across ages, skill levels, and settings…without reinventing the wheel.
Preference Assessments Are a Relationship Tool
The most effective preference assessments don’t feel like assessments at all. They feel like spending time together!
This might look like sitting on the floor and following the learner’s lead, noticing which toys they bring to you, or simply watching how they play when no demands are present. When we collaborate around preferences, learners receive a consistent message: the adults in my life are paying attention.
When Motivation Changes (It’s Okay!)
A common frustration is when something that “used to work” suddenly doesn’t. That’s not failure, that’s information! Preferences change with development and context. Regularly revisiting what motivates a learner helps prevent burnout and keeps our programming fresh and responsive.
The Bigger Picture: Dignity & Autonomy
At the heart of this conversation is dignity. Using preference assessments to build buy-in means recognizing that learners are active participants in their own growth. When we prioritize autonomy, curiosity, and connection, learning becomes something they do with us; not something done to them. And that’s where real progress happens!
Preference assessments aren’t just about finding the perfect reinforcer. They’re about understanding the learner in front of you. Buy-in isn’t something we demand; it’s something we earn by listening first.