Abstract
Modifying task presentation format and providing opportunities to choose are two effective procedures teachers can use to improve academic productivity for students with learning difficulties. Combining the two procedures may result in academic interventions that teachers can use without significantly changing the curriculum. The present study investigated the effects of choosing between total task and partial task presentation on academic productivity of three 4th grade students with learning disabilities. In the context of an alternating treatment design, the results showed that task presentation format may influence student preference and may be a promising choice alternative teachers can provide. The results also suggest that the effectiveness of choice making depends on the relative discrepant preference levels of the choice alternatives.
Highlights
Researchers continue to investigate methods that most efficiently and effectively promote academic competence
Researchers have suggested that the feasibility of choice interventions may be limited by the type of choice options teachers can offer in a typical classroom setting
We extended the application of choice interventions by providing students with a choice of identical academic tasks presented on the worksheets and paper slips without compromising the academic integrity of assignments
Summary
Researchers continue to investigate methods that most efficiently and effectively promote academic competence. Haring and Eaton (1978) argue that drill and independent practice are critical and necessary instructional component used in all stages of learning. During skill acquisition independent seatwork in combination with demonstration and modeling allows the learner to acquire new skills successfully and efficiently (Skinner, Pappas, & Davis, 2005). After skills have been acquired, the learner can achieve fluency through active and repeated responding to targeted academic assignments (Skinner, 1998). Academic assignments that incorporate drill and repeated practice facilitate generalization and adaptation. Activities designed to practice previously learned skills in the solution of new problems make the skills functional in daily life (Blake, 1974). Maximizing the benefits and efficiency of independent academic assignments is critical for both teachers and their students
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