Date of Award
Master of Science
Behavior Analysis and Therapy
The present investigation examined the use of choice in task sequence to increase on-task behavior for children with Autism Spectrum Disorder (ASD) in a school setting. Three conditions were utilized to conduct a parametric analysis of choice in task sequence. Participants experienced the three conditions: Teacher Choice of Sequence, Student Choice of Sequence, and Partial Student Choice of Sequence in a multielement design. Conditions were paired with condition-correlated stimuli and presented to participants in a randomized order. Sessions were integrated into the participants’ school day. Preference was assessed upon concluding the choice evaluation. Results indicated that choice in task sequence, across all three conditions, does not increase on-task behavior for children with ASD. However, all participants demonstrated a preference for choice of task sequence when provided the opportunity to choose a condition. Practical applications based on these findings are discussed. Limitations and future research are identified in the discussion.
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