Program

Special Education M.A.

Year Approved

2018

First Advisor

Elliott, Nathan

Abstract

This empirical research literature review was conducted in order to better understand the effects that students' choice and preference have on increasing academic performance rates and decreasing disruptive behaviors within classroom and residential settings for students with disabilities. 30 peer reviewed publications were included in this review and were organized into sections pertaining to instructional/material choice, task-sequence choice, preference/task choice, and consequence (reward) choice. Results from this study provide evidence that implementing choice and preference into the classroom setting can decrease disruptive classroom behavior while simultaneously increasing student work performance.

Degree Name

Special Education M.A.

Document Type

Masterʼs thesis

Terms of Use and License Information

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

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