Integrating choice-making opportunities within teacher-assigned academic tasks to facilitate the performance of children with autism

By: Moes, Doug R.
Series: Journal of the Association for Persons with Severe Handicaps 23 (4) Winter 1998: 319-328.Publisher: 1998Content type: text Media type: unmediated Carrier type: volume Subject(s): AUTISM | CHOICE | CURRICULUM CONTENT | TEACHING STRATEGIESSummary: The present study investigated how providing choice opportunities to children with autism impacted their performance during teacher-assigned homework activities. Results showed that providing students with opportunities to make choices regarding the order of task completion and use of simulus materials improved participants accuracy, productivity, affect, and reduced their disruptive behaviours. These findings support the use of child choice as a teaching strategy to improve the academic performance of children with autism during curricular activities. [AJ].
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The present study investigated how providing choice opportunities to children with autism impacted their performance during teacher-assigned homework activities. Results showed that providing students with opportunities to make choices regarding the order of task completion and use of simulus materials improved participants accuracy, productivity, affect, and reduced their disruptive behaviours. These findings support the use of child choice as a teaching strategy to improve the academic performance of children with autism during curricular activities. [AJ].

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