Murray State University


Students with ED typically demonstrate social, behavioral, and academic deficiencies within the school setting. This article addresses the antecedent behavior interventions (ABI) of the provision of choice-making opportunities which are an effective practice within the PBIS framework. This study employed a single-subject multiple-baseline across-participants design to examine the effect of choice-making provided in social skills instruction on both academic (i.e., correct responses) and behavioral outcomes (i.e., task engagement, disruptions) for three elementary-aged students with ED.

Results demonstrated improved behaviors of three student participants. All participants showed an increase in task engagement and a decrease in number of disruptions from baseline to intervention conditions, and one of three student participants increased the number of correct responses on social skills assignments from baseline to intervention condition. In this study, experimental control was not established and this precluded the establishment of a functional relationship. The results are inconclusive for social skills instruction.



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