Abstract
Antecedent choice and consequence choice procedures are often used as interventions to increase on-task behaviour and reduce problem behaviour. This systematic literature review considers the conditions under which individuals show a preference for choice. Results suggest that preference for choice is variable, with some individuals preferring choice which allows access to more highly preferred stimuli and others preferring choice regardless of the outcome’s preference value. It is recommended that choice be used as a non-invasive intervention which may positively affect some individuals’ behaviour by either allowing them access to more highly preferred items or by accommodating their preference for choice. Trends across different samples and procedures are considered and recommendations are made for future research.
Highlights
Procedures which involve providing choice with an aim to decrease problem behaviour and increase on-task behaviour are prevalent in mainstream schools, special schools and support centres for adults with learning disabilities (Morgan 2006)
Antecedent choice Assessed the effects of choice of task and no choice condition on engagement and problem behaviour
Consequence choice Assessed the effects of choice of reinforcement, no choice and baseline conditions upon on-task behaviour improvements to positive engagement and academic performance and decrease in student escape-maintained problem behaviour for all except 1 participant
Summary
Procedures which involve providing choice with an aim to decrease problem behaviour and increase on-task behaviour are prevalent in mainstream schools, special schools and support centres for adults with learning disabilities (Morgan 2006). Choice is an important basic right, evidenced by its inclusion in the quality of life domain of self-determination (Schalock and Verdugo 2002). It is important, to systematically assess the effect of choice on human behaviour when incorporated in evidence-based educational practice. Choice interventions may be effective in decreasing problem behaviour and increasing on-task behaviour, defined as active participation in presented activities, in a variety of ways. Choice as an antecedent intervention (e.g. allowing the individual to choose between tasks) may allow access to reduced demands or more preferred activities which are conditions that have often shown to reduce problem behaviour, escape-maintained behaviours (Kern et al 2001). Offering choice contains a social attention aspect which may combine with or add to the reinforcing effects of the choice procedure (Morgan 2006)
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