Graduate Program

School Psychology

Degree Name

Specialist in School Psychology

Semester of Degree Completion

2003

Thesis Director

Linda Leal

Abstract

This research project was designed to examine the effects of child-choice versus clinician-choice over the ordering of activities during speech-language therapy sessions. The dependent variables included disruptive/inappropriate behavior, non-task related verbal behavior, and redirection to the task. The independent variable was the presentation of choice over the ordering of activities within a therapy session.

The subject in this case study was a nine-year-old boy diagnosed with autism. At the beginning of each therapy session either the child or the clinician decided on the ordering of activities. A picture board and picture cards showed the activities that would be completed in each therapy session. Behaviors were then recorded to determine if the amount of off-task behavior varied significantly across the two conditions.

Results of the study revealed a significant difference in the amount of disruptive/inappropriate behavior across the two conditions when the child selected the order of activities. No significant differences were found in the number of times the clinician redirected the child or the number of non-task related verbal behaviors. A significant relationship was found between redirecting the child and disruptive behavior and non-task related verbal behavior when the clinician had control over the ordering of therapy activities. There were no similar correlations when the child selected the order of activities.

The study provides a foundation to further examine the effect of choice on the ordering of activities on off-task behavior in children. The implications of this study could be extended to various settings.

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