Positive choice-making

The purpose of this study was to investigate the extent to which providing an opportunity to make a choice about the type of assistance received during academic activities would increase the amount of engagement in academic activities for a high school student with emotional and behavioral disorders enrolled in an adolescent day treatment program. An AB multiple-baseline design was used. The target student was observed two times a weeks across each of three academic classes during fifteen minute sessions, using fifteen second intervals of observation followed by five seconds to record. Results indicated an increase in academic engagement due to the choice-making intervention. This intervention is recommended for students with emotional and behavioral disorders