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.

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