An evaluation of choice on instructional efficacy and individual preferences among children with autism.

van Timmeren et al. (2016) worked with three children with autism.

The team compared two teaching set-ups.

In one, the child picked the reinforcer before each lesson.

In the other, the teacher chose it.

They tracked how fast new skills were learned and asked kids which way they liked.

Two of the three children learned new skills faster when they picked the prize.

All three children said they liked choosing.

No child did worse when given choice.

Dall et al. (1997) saw the same boost with a second-grader who had ADHD.

When the boy picked his worksheet, problem behavior dropped.

The pattern repeats across diagnoses.

Carmichael et al. (1999) drilled deeper into timing.

They showed that letting kids choose right before delivery beats picking prizes five minutes earlier.

van Timmeren et al. (2016) built on that idea by giving choice during the lesson itself.

Bains et al. (2025) stretched the rule into reading class.

Neurotypical kids who chose their book or even just the genre enjoyed reading more.

Together the papers draw one clear line: learner choice helps, no matter the skill or label.

You can add choice without buying new materials.

Before a teaching trial, hold up two reinforcers and ask, "Which one?"

Start with just one client and one program.

Track the data for a week.

If the responses climb, keep the choice.

If not, you lost nothing and the client still feels heard.