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Remedial and Special Education
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Increasing Task Engagement Using Preference or Choice-Making

Some Behavioral and Methodological Factors Affecting Their Efficacy as Classroom Interventions

Paul L. Morgan

Department of Educational and School Psychology and Special Education at The Pennsylvania State University, paulmorgan{at}psu.edu

Frequent reprimands, low expectations, and infrequent praise characterize the daily school experiences of many students who display problem behaviors. This review evaluates preference and choice-making as possible interventions for improving these school experiences. Findings from 15 studies suggest that preference and choice-making may improve both academic performance and behavior. However, an underlying behavioral mechanism may more parsimoniously account for the effects attributed to each intervention. Moreover, the effects attributed to choice-making appear to vary with the type of methodological procedure used to control for preference. Teachers employing preference assessments when using choice-making are more likely to improve a student's task engagement than those relying on choice-making alone.

Remedial and Special Education, Vol. 27, No. 3, 176-187 (2006)
DOI: 10.1177/07419325060270030601
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