Effects of choosing academic assignments on a student with attention deficit hyperactivity disorder.

A second-grade boy with ADHD went through an ABAB reversal design.

In choice phases he picked which math or spelling worksheet to do.

In no-choice phases the teacher picked for him.

The team counted problem behaviors like talking out and leaving his seat.

When the boy could choose, disruptive behavior dropped right away.

When the teacher chose again, behaviors rose.

The pattern repeated each time the phases switched.

Staubitz et al. (2022) later embedded the same choice idea inside a full school treatment called ECM-SBT.

They also saw fewer problem behaviors, showing the trick works inside bigger packages.

van Timmeren et al. (2016) tested choice with kids with autism.

They let the kids pick the reinforcer instead of the worksheet.

Two of three children learned new skills faster, proving choice helps across diagnoses and setups.

Bains et al. (2025) moved the idea to reading.

Neurotypical students who chose their book or genre reported more joy and stayed engaged longer.

Together these studies form a clear line: letting learners pick something—task, reinforcer, or book—boosts good behavior and learning.

You can apply this today.

Offer two worksheets, two books, or two reinforcers and let the student point.

No extra prep is needed.

The single-case design says one child can show a clear change, so try it during one session and graph the result.

If behaviors drop, keep the choice menu.

If not, you have fast data to guide your next move.