Effects of Choice of Type of Classroom Assignment on On-Task Behavior in Students with Developmental Disabilities

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Potts, Nicholas R
thesis / dissertation description
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.