The effects of choice and task preference on the work performance of adults with severe disabilities.

Researchers watched adults with severe disabilities do simple jobs.

They let each worker pick which task to do next.

They also tested what happened when staff chose the task instead.

Sessions ran during normal work hours in a sheltered workshop.

Work effort went up when people picked tasks they liked.

The boost was small or missing if the chosen task was boring.

Each adult reacted differently; some needed extra prompts even after choosing.

Matson et al. (1994) saw the same pattern in a classroom. When students with ID picked preferred activities, problem behavior dropped and engagement rose.

Vos et al. (2013) complicates the story. Some kids with autism liked making choices; others did not. The value of choice itself had to be taught first.

Drifke et al. (2019) shows how to teach it. Preschoolers started to prefer choice after adults paired choice moments with better reinforcers. Together the three studies say: choice helps only if the person wants the power and the options are good.

Before you add choice to a vocational program, test it. Ask the worker to rank tasks, then run a quick A-B comparison. If engagement rises, keep the choice. If not, look at reinforcer quality or teach a preference for choosing first. This saves time and avoids token choices that do nothing.