Abstract
The effects of choice and no choice of preferred and non preferred instructional activities on the academic behavior of 3 students with disabilities were investigated. Participant preferences for spelling tasks were assessed and an ABCDEF design was used to examine choice and preference within 6 experimental conditions: a) choice of preferred tasks, b) choice of non preferred tasks, c) no choice of preferred tasks, d) no choice of non preferred tasks, e) no choice of preferred tasks (yoked-control), and f) no choice of non preferred tasks (yoked-control). Results indicate that all 3 participants had higher levels of task engagement when working with preferred tasks, regardless of a choice or no choice format. The findings from this investigation contribute to the growing body of research that focuses on developing interventions that are responsive to individual student preferences.
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Killu, K., Clare, C.M. & Im, A. Choice vs. Preference: The Effects of Choice and No Choice of Preferred and Non Preferred Spelling Tasks on the Academic Behavior of Students with Disabilities. Journal of Behavioral Education 9, 239–253 (1999). https://doi.org/10.1023/A:1022143716509
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DOI: https://doi.org/10.1023/A:1022143716509