Improving learning outcomes and increasing motivation to learn for students with autism is a growing concern for educators today. While schools strive to fully include students with autism in general education classrooms, the number of children diagnosed with an autism spectrum disorder continues to rise, increasing the need for effective interventions that educators can easily implement in their classrooms. This pilot study investigates the influence of choice on a second grade student with autism and his motivation to write. His teacher’s perception on the use and effectiveness of choice in her classroom is also examined. Using a single-subject baseline design, the variable of choice showed increased student interest and decreased latency to begin writing tasks. Teacher interviews supported the findings that student choice improved interest and learning outcomes for the student with autism; ease of implementation and increased classroom enthusiasm were noted.
","abstract_html":"<p>Improving learning outcomes and increasing motivation to learn for students with autism is a growing concern for educators today. While schools strive to fully include students with autism in general education classrooms, the number of children diagnosed with an autism spectrum disorder continues to rise, increasing the need for effective interventions that educators can easily implement in their classrooms. This pilot study investigates the influence of choice on a second grade student with autism and his motivation to write. His teacher’s perception on the use and effectiveness of choice in her classroom is also examined. Using a single-subject baseline design, the variable of choice showed increased student interest and decreased latency to begin writing tasks. Teacher interviews supported the findings that student choice improved interest and learning outcomes for the student with autism; ease of implementation and increased classroom enthusiasm were noted.</p>","abstract_has_math":false,"creators":["Haskins, Theresa M."],"institution":null,"degree_name":"Master of Arts (MA)","degree_level":"Open Access Thesis","degree_discipline":"Teacher Education","degree_department":null,"school":null,"contributors":["Patricia Pokay, Ph.D., Chair","Alane Starko, Ph.D."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-11-12T08:00:00Z","date_published":"2012-11-12T08:00:00Z","updated_at":"2026-07-24T02:16:51Z","subjects":["autism","choice","interest","student","teaching","Educational Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://commons.emich.edu/theses/444","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Patricia Pokay, Ph.D., Chair","Alane Starko, Ph.D."]},{"key":"dc:creator","label":"Author","values":["Haskins, Theresa M."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2013-04-24T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Teacher Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["autism","choice","interest","student","teaching","Educational Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://commons.emich.edu/theses/444"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Improving learning outcomes and increasing motivation to learn for students with autism is a growing concern for educators today. While schools strive to fully include students with autism in general education classrooms, the number of children diagnosed with an autism spectrum disorder continues to rise, increasing the need for effective interventions that educators can easily implement in their classrooms. This pilot study investigates the influence of choice on a second grade student with autism and his motivation to write. His teacher’s perception on the use and effectiveness of choice in her classroom is also examined. Using a single-subject baseline design, the variable of choice showed increased student interest and decreased latency to begin writing tasks. Teacher interviews supported the findings that student choice improved interest and learning outcomes for the student with autism; ease of implementation and increased classroom enthusiasm were noted.
"]},{"key":"dc:title","label":"Title","values":["Influence of choice on motivation to learn for students with autism: Effect on student interest, writing achievement, latency, and behavior"]}]}],"canonical_facts":{"dc:contributor":["Patricia Pokay, Ph.D., Chair","Alane Starko, Ph.D."],"dc:creator":["Haskins, Theresa M."],"dc:date.available":["2013-04-24T07:00:00Z"],"dc:description.abstract":["Improving learning outcomes and increasing motivation to learn for students with autism is a growing concern for educators today. While schools strive to fully include students with autism in general education classrooms, the number of children diagnosed with an autism spectrum disorder continues to rise, increasing the need for effective interventions that educators can easily implement in their classrooms. This pilot study investigates the influence of choice on a second grade student with autism and his motivation to write. His teacher’s perception on the use and effectiveness of choice in her classroom is also examined. Using a single-subject baseline design, the variable of choice showed increased student interest and decreased latency to begin writing tasks. Teacher interviews supported the findings that student choice improved interest and learning outcomes for the student with autism; ease of implementation and increased classroom enthusiasm were noted.
"],"dc:identifier":["https://commons.emich.edu/theses/444"],"dc:subject":["autism","choice","interest","student","teaching","Educational Psychology"],"dc:title":["Influence of choice on motivation to learn for students with autism: Effect on student interest, writing achievement, latency, and behavior"],"thesis:degree_discipline":["Teacher Education"],"thesis:degree_level":["Open Access Thesis"],"thesis:degree_name":["Master of Arts (MA)"]},"updated_at":"2026-07-24T02:16:51Z"}