We evaluated the effects of choice versus the assignment of tasks of varying preferences on the work engagement of adults with severe disabilities. The combined results of two experiments suggest that the relative preference for a task may be an important variable in the effectiveness of choice for some individuals.DESCRIPTORS: choice, preference, severe disabilities, work performanceOne benefit of choice making for adults with severe disabilities is increased work engagement (Parsons, Reid, Reynolds, & Bumgarner, 1990). However, the role of "choosing" relative to obtaining a preferred outcome is unclear. Understanding the variables that affect the benefits of choice making is important if we are to maximize choice-making strategies for persons with limited expression. In Experiment 1, we attempted to replicate the results of Parsons et al. (1990) regarding the effects of task assignment versus choice on time on task when task preferences varied. In Experiment 2, we examined the effects of choice on work performance when task preferences were held constant.METHOD: In Experiment 1, 3 adults with severe or profound mental retardation participated. Observations were conducted in either a mailroom enclave or a segregated training center during the typical work routine. Each condition lasted 15 min. On-task behavior (see Parsons et al., 1990) was recorded using a 15-s momentary time-sampling procedure.Procedures were similar to those of Parsons et al. (1990). The participants' relative preference for five familiar work tasks (stamping, stuffing envelopes, stuffing folders, labeling, sealing envelopes) was determined by Mithaug and Hanawalt's (1978) pair-wise assessment. One high-preference task (i.e., one that was selected on at least 75% of the pairings) and one low-preference task (i.e., one that was selected on no more than 25% of the pairings) were identified for each participant. The effects of the following three conditions were evaluated using a multielement design, counterbalanced across sessions: (a) assignment of a high-preference task, (b) assignment of a low-preference task, and (c) choice between the high-and low-preference tasks.In Experiment 2, 5 adults participated, including the 3 from Experiment 1. Settings, tasks, observations, and procedures were the same as in Experiment 1, with the exception of task preference. The participants' preferences for the tasks were evaluated (or reevaluated if they had participated in Experiment 1) using the same assessment strategy. Two tasks within the categories of low-preference or moderate-preference (selected from 26% to 74% of the pairings) tasks were then selected for each participant. Using tasks of similar preference allowed us to evaluate choice independent from obtaining a preferred outcome.The effects of choice (between tasks of the same preference category) and no choice (assignment of one of the tasks) on on-task behavior were evaluated using a multielement design counterbalanced across sessions. Interobserver agreement, calculated on an interval-by-int...

This investigation compared the effects of choice and assignment of preferred and nonpreferred tasks on the work performance of three students with moderate intellectual impairments and challenging behavior in a classroom setting. After assessing student task preferences, a multielement design was used to evaluate three conditions: (a) assigning a preferred task, (b) assigning a nonpreferred task, and (c) providing a choice between work tasks. Results indicated individual participant data were idiosyncratic and choice making failed to produce superior effects for any of the participants. Students' task preferences changed from preassessment to postassessment, although their nonpreferred tasks remained unchanged. Results are discussed in terms of previous research and future research needs with this student population.

The effects of self-scheduling plus training to implement weekly schedules on the frequency, diversity, and novelty of self-directed leisure activities by three adults with moderate developmental disabilities living in the community wereexamined in this study. Self-scheduling consisted of the adults choosing desired leisure/recreational activities via picture cards, and then placing the cards in a sequenced activity book for each day of the week. Training for schedule implementation consisted ofa daily prompt to look at the picture schedule plus a nightly review of engaged activities. All participants learned to independently self-schedule their leisure activity as a result of training and maintained their performance on probes conducted between 8 weeks and 6 months after training. Self-scheduling and training schedule implementation resulted in substantial increases in the weekly frequency and diversity of selfdirected leisure activity, as well as increases in the cumulative novelty of activity. These results were also maintained long term. This study emphasizes the importance of incorporating choice and self-management in leisure education for persons with severe and moderate intellectual disabilities.