The Effects of Choice Making on On-task Behavior for People with Developmental Disabilities

Research suggests that being off-task during instruction directly affects a student’s learning ability. The purpose of this study was to examine the effect that the choice-making aspect of self-determination training has on levels of on-task behavior on adults with developmental disabilities. This study included four (n=4) adults (18 and older) with developmental disabilities who participated in an “adult-day service program” at a local agency. This study utilized a quantitative method of data collection known as the Behavioral Observation of Students in School (BOSS) mobile application to record the amount of times the participants were off-task or on-task during instruction at timed intervals. This study also used a brief exit interview (3 questions) with the participants and the staff who coordinated the implementation of the study. Results show a strong and consistent increases in on-task behaviors after participants received self-determination training and were allowed to choose the topics of the classes they wanted to learn. The implications of giving more choices to individuals with developmental disabilities during their learning process are discussed.