Date of Award
12-2016
Culminating Project Type
Thesis
Degree Name
Applied Behavior Analysis: M.S.
Department
Community Psychology, Counseling and Family Therapy
College
School of Health and Human Services
First Advisor
Eric Rudrud
Second Advisor
Kimberly Schulze
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
Choice
Abstract
The effects of choosing the type of classroom assignment on on-task behavior of three high school students with developmental disabilities was investigated. Secondary measures of problems completed and accuracy of responses were analyzed. All sessions were conducted in a self-contained classroom for students who qualified for special education services. Using a reversal design, students were exposed to choice and no-choice conditions involving the presentation of a paper and pencil or electronic version of a math assignment. Electronic assignments were identical to those given in paper and pencil format, with the exception that they were converted and completed using an iPad2®. Results indicated an increase in on-task behavior for two out of three participants, but did not have a significant effect on the quantity or accuracy of academic skills.
Recommended Citation
Potts, Nicholas R., "Effects of Choice of Type of Classroom Assignment on On-Task Behavior in Students with Developmental Disabilities" (2016). Culminating Projects in Community Psychology, Counseling and Family Therapy. 29.
https://repository.stcloudstate.edu/cpcf_etds/29
