This study investigated the effects of choice making on the on task behavior of two students with learning disabilities in the inclusionary setting. These participants were given choices from menus of academic tasks, all of which were pertinent to their educational objectives in this particular spelling class. A reversal design demonstrated that on-task behavior increased when students were given a choice of academic assignments. The acceptability of the treatment was also positive from the general education teacher and the students themselves. The findings show that choice does promote on-task behavior for students with learning disabilities in the inclusionary classroom. / Department of Special Education
| Identifer | oai:union.ndltd.org:BSU/oai:cardinalscholar.bsu.edu:handle/176530 |
| Date | January 1999 |
| Creators | Gunsalus, Cynthia C. |
| Contributors | Ulman, Jerome D. |
| Source Sets | Ball State University |
| Detected Language | English |
| Format | v, 59 leaves : ill. ; 28 cm. |
| Source | Virtual Press |
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