Examining Effects of Choice Assessments on Engagement and Achievement of K-12 Students with Self-Advocacy IEP Goals

Date of Award

Spring 5-15-2020

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Special Education


Graduate Studies

Committee Chair

Ximena Suarez-Sousa


self-advocacy IEP goals, choice assessment, off-task behavior, engagement, achievement, COVID-19


The purpose of this research was to determine how implementing choice assessments would affect a K-12 student’s engagement and achievement during work on self-advocacy IEP goals. This single-subject study, conducted with a third grade Caucasian boy in a one-on-one setting, spanned seven weeks. The research and data collection process was abruptly ended due to the COVID-19 pandemic. Data was collected on the student’s off-task behaviors during work sessions using interval recordings, on his level of achievement for a self-advocacy skill using a four point rubric, and on his attitude towards working on his self-advocacy goal gathered from a pre-intervention survey. Findings indicated that choice assessments decreased the rate of off-task behaviors during work sessions and increased the level of achievement on self-advocacy skills. Findings were not conclusive regarding how choice assessments impacted his attitude towards working on his self-advocacy goal as the pandemic ended the data collection process before a post-intervention survey could be administered. Further research regarding the effects of choice assessments on engagement and achievement of self-advocacy IEP goals with a variety of other students would be beneficial.

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