Increasing Task Engagement Using Preference or Choice-Making: Some Behavioral and Methodological Factors Affecting Their Efficacy as Classroom Interventions  

Oleh:

Morgan, Paul L.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Remedial and Special Education vol. 27 no. 3 (2006), page 176-187.
Fulltext: 176.pdf (137.51KB)

Isi artikel

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.

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