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Abstract

Many schools use choice and preference assessments to decrease and/or increase behaviors of students with disabilities such as Autism Spectrum Disorders or ASD. Although there exists scant evidence from the literature exploring the relationship between utilizing choice and preference assessments as a tool to increase academic achievement, the Council for Exceptional Children’s (CEC ) “ Initial Level Special Educator Preparation Standards” require beginning special education professionals to, “select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities,” (CEC, 2012). To contribute to the knowledge base regarding using choice and preference assessment as a tool to increase academic attainment, this article provides a brief examination of the existing literature by reviewing four studies based on the following criteria: (a) participants referred for intervention based upon poor academic performance, (b) participants ranging from primary or elementary-grade students with or without identified disabilities, (c) studies examined the use of preference assessment to increase academic achievement, and (d) studies published in a peer reviewed publication within the past fifteen years. Findings from these studies produced mixed results and left the original purpose and question of the article review unanswered. The mixed results and conclusions drawn highlight the need for future research to be conducted to evaluate the effectiveness of choice and preference assessments as a tool to increase academic achievement for students with ASD.

Author Information

Jamie Emery, MS in Clinical Psychology, is a Professor in the Autism/Applied Behavior Analysis Department at Crowder College and is the Program Director for the Behavior Support Center in Neosho, Missouri. Mrs. Emery has extensive experience working as a Behavior Consultant with children with autism, behavioral challenges and developmental delays in the school, home and outpatient settings.

Janet L. Applin is Associate Dean for Academic Programs in the College of Education and Behavioral Sciences and Associate Professor of Special Education in the School of Teacher Education at Western Kentucky University. Her research interests include Teacher Leadership in Special Education, Culturally Responsive Teaching, and Academic Interventions for Students with Disabilities.

M. Boman is an Associate Professor of Special Education in the School of Teacher Education at Western Kentucky University. She serves as Director of the Kelly Autism Program, which serves over 130 individuals with Autism and other disabilities. Her teaching focuses on the master level Autism Spectrum Disorders certificate courses.

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