Finding the Spark: How to Assess Artistic Interests in ABA Clients

At Canvas ABA, we know that personalization is key. No two learners are the same—and no two artistic preferences are the same either.

While art can be an incredibly powerful behavioral tool, it only becomes reinforcing when it matches the client’s true interests.That’s why, before we dive into art-based interventions, we need to conduct systematic, behavior-analytic preference assessments specifically targeting artistic engagement.

Today, we’re breaking down how to assess artistic interests functionally and ethically—so you can build truly individualized, motivating, and effective programs.

Why Assess for Artistic Interests?

Art is not one-size-fits-all.Some learners love messy sensory art like finger painting; others prefer structured digital design.Some crave the tactile feedback of clay; others are overwhelmed by it.

When we assess artistic interests thoughtfully, we can:

• Maximize motivation and engagement,

• Ensure activities contact real reinforcement,

• Respect sensory preferences and sensitivities,

• Design goals aligned with the learner’s natural strengths.

And when activities are reinforcing, learning accelerates naturally.

Ways to Assess Artistic Interests

Here are strategies that help find each learner’s artistic spark:

1. Direct Preference Assessments

Just like we assess reinforcers, we can assess preferred art activities:

• Single-stimulus exposure: Present one art medium at a time (e.g., crayons, clay, collage supplies) and record engagement.

• Paired-stimulus choice: Offer two art options simultaneously and see which is selected more frequently.

• Multiple-stimulus without replacement (MSWO): Present several art activities and track preference order across trials.

Measure:

• Latency to engagement,

• Duration of engagement,

• Affect during engagement (e.g., smiling, positive vocalizations).

2. Observation in Natural Settings

During free time or low-demand periods, observe:

• Does the learner gravitate toward certain materials?

• What activities seem to maintain attention the longest?

• What environmental features (textures, colors, materials) seem aversive or preferred?

Naturalistic observation often reveals subtle but critical patterns we can use to individualize art interventions.

3. Interviews and Client-Reported Preferences

When possible, directly ask learners:

• “Do you like to draw or build things?”

• “Would you rather make something with paper or on a computer?”

• “Do you like using lots of colors or just one?”

For minimally verbal or nonverbal learners, include caregivers, teachers, or support staff in preference interviews along with observing what the child gravitates towards or engages in during play.

Remember: client assent matters. If a learner shows avoidance or distress with an art activity, that behavior communicates valuable information we need to honor.

4. Trial-Based Sampling with Reinforcement Contingencies

Set up mini-trials where engaging in different art activities leads to small reinforcement (e.g., stickers, praise, bonus time).Track:

• How often the learner initiates different art activities,

• Which ones they sustain engagement with longest.

Over time, patterns emerge that inform programming decisions.

Example: Finding Mateo’s Artistic Strengths

Mateo, a 10-year-old autistic learner, initially showed little interest in drawing during therapy sessions.Instead of abandoning art altogether, Canvas ABA clinicians:

• Offered multiple options (clay modeling, watercolor painting, graphic tablet drawing),

• Observed Mateo’s natural engagement (longer with clay),

• Tracked data on approach/avoidance behaviors,

• Interviewed his parents (who shared he loved building Legos at home).

Through this process, we realized Mateo preferred 3D, tactile, constructive art forms—and built a whole leisure skills program around sculpture and 3D design.

Today, Mateo independently engages in building projects for leisure, emotional regulation, and community participation.

Data Collection for Artistic Preference Assessments

During assessments, we track:

• Choices made across multiple trials,

• Duration of engagement per medium,

• Affect ratings (e.g., observed smiling, laughing, verbal engagement),

• Avoidance or escape behaviors,

• Self-initiated requests for continuation.

This ensures our programming decisions are driven by data, not assumptions.

Conclusion: Finding the Spark Lights the Path to Growth

At Canvas ABA, we believe that the best programming starts with the learner’s true interests.When we find the spark—whether it’s watercolor, sculpture, animation, or collage—we unlock motivation, resilience, and joy.

Assessing artistic interests systematically isn’t just best practice. It’s client-centered, socially significant, and behavior-analytic.

Because when creativity meets science, possibilities unfold.

🔗 Ready to learn how to integrate personalized, art-based strategies into your ABA practice?Explore our CEU library and grow your skills with us → CanvasABA.com/ceu-library