Date Approved

11-12-2012

Date Posted

4-24-2013

Degree Type

Open Access Thesis

Degree Name

Master of Arts (MA)

Department

Teacher Education

Committee Member

Patricia Pokay, Ph.D., Chair

Committee Member

Alane Starko, Ph.D.

Abstract

Improving learning outcomes and increasing motivation to learn for students with autism is a growing concern for educators today. While schools strive to fully include students with autism in general education classrooms, the number of children diagnosed with an autism spectrum disorder continues to rise, increasing the need for effective interventions that educators can easily implement in their classrooms. This pilot study investigates the influence of choice on a second grade student with autism and his motivation to write. His teacher’s perception on the use and effectiveness of choice in her classroom is also examined. Using a single-subject baseline design, the variable of choice showed increased student interest and decreased latency to begin writing tasks. Teacher interviews supported the findings that student choice improved interest and learning outcomes for the student with autism; ease of implementation and increased classroom enthusiasm were noted.

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