Date of Award

Fall 10-19-2010

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Psychology and Special Education

First Advisor

Kristine Jolivette

Abstract

Two choice-making interventions (task sequence and where) were implemented by a classroom teacher to determine the effects on the percentage of task completion, accuracy, and classroom disruption for ten sixth through eighth grade students with E/BD in a residential math classroom using a reversal design. An FBA was conducted to determine the function of disruptive behavior during independent math practice prior to the implementation of the two choice-making interventions. The math teacher provided either choice of task sequence of the independent tasks or choice of where to complete the independent tasks. Results indicate that choice of task sequence matched avoidance-maintained behaviors for two of four participants who exhibited reduced disruptive behaviors and increased task completion and accuracy. Results were mixed for six students with access-maintained behavior. Three of the six students showed decreased disruptive behaviors and increased task completion and accuracy with the hypothesized choice of where intervention. However, three participants decreased overall in disruptive behavior and increased task completion and accuracy; choice of task sequence was the most effective intervention. Future directions for research in choice-making interventions are discussed as well as limitations of the present study.

Share

COinS