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Open Access Knowledge and Scholarship

Date of Award


Culminating Project Type


Degree Name

Applied Behavior Analysis: M.S.


Community Psychology, Counseling and Family Therapy


School of Health and Human Services

First Advisor

Eric Rudrud

Second Advisor

Kimberly Schulze

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Keywords and Subject Headings



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.



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