Choice as an Antecedent Intervention
Study: Jolivette et al. (2001)

Describe how students were selected to participate in the study:

Not described. Authors indicate only that students met inclusion criteria.

Describe how students were identified as being at risk for academic failure (AI) or as having emotional/behavioral difficulties (BI):

All three students attended the same classroom and met the following inclusion criteria: (a) a diagnosis of E/BD without other concomitant diagnoses; (b) a primary educational placement in a self-contained special education classroom classroom for students with E/BD within a public school; (c) a range in age between 6 and 10 years old; (d) a methematical functioning 1 to 2 years below grade level; and (e) a history of inappropraite social (e.g., distruptive, agression, of-task) behaviors during mathematics."

ACADEMIC INTERVENTION: What percentage of participants were at risk, as measured by one or more of the following criteria:

• below the 30th percentile on local or national norm, or
• identified disability related to the focus of the intervention?

%

BEHAVIORAL INTERVENTION: What percentage of participants were at risk, as measured by one or more of the following criteria:

• emotional disability label,
• placed in an alternative school/classroom,
• non-responsive to Tiers 1 and 2, or
• designation of severe problem behaviors on a validated scale or through observation?

%

Please describe the study design:

multiple-baseline across-students design with a withdrawal-of-treatment component

Clarify and provide a detailed description of the treatment in the submitted program/intervention:

The Special education teacher implemented the choice-making opportunity intervention during math period using the following six steps. 1. Offer the indivdiual two or more options. 2. Ask the individual to make a choice. 3. Provide wait time for the individual to make his or her choices. 4. Wait for the individual's response. 5. Reinforce with the option chosen (i.e., give the item to the individual). 6. If the indivdiual does not make a choice, prompt the individual to choose from the provided options.

Clarify what procedures occurred during the control/baseline condition (third, competing conditions are not considered; if you have a third, competing condition [e.g., multi-element single subject design with a third comparison condition], in addition to your control condition, identify what the competing condition is [data from this competing condition will not be used]):

During the No Choice condition, the teacher selected the assignments the students completed.

Please describe how replication of treatment effect was demonstrated (e.g., reversal or withdrawal of intervention, across participants, across settings)

Multiple baseline across three participants with an embedded reversal.

Please indicate whether (and how) the design contains at least three demonstrations of experimental control (e.g., ABAB design, multiple baseline across three or more participants).

Multiple baseline cross three participants with an ABA reversal with each participant.

If the study is a multiple baseline, is it concurrent or non-concurrent?

Concurrent

How was the program delivered?

Individually
Small Group
Classroom

Study measures are classified as targeted, broader, or administrative data according to the following definitions:

• Targeted measures
  Assess outcomes, such as competencies or skills, that the program was directly targeted to improve.
  • In the academic domain, targeted measures typically are not the very items taught but rather novel items structured similarly to the content addressed in the program. For example, if a program taught word-attack skills, a targeted measure would be decoding of pseudo words. If a program taught comprehension of cause-effect passages, a targeted measure would be answering questions about cause-effect passages structured similarly to those used during intervention, but not including the very passages used for intervention.
  • In the behavioral domain, targeted measures evaluate aspects of external or internal behavior the program was directly targeted to improve and are operationally defined.
• Broader measures
  Assess outcomes that are related to the competencies or skills targeted by the program but not directly taught in the program.
  • In the academic domain, if a program taught word-level reading skill, a broader measure would be answering questions about passages the student reads. If a program taught calculation skill, a broader measure would be solving word problems that require the same kinds of calculation skill taught in the program.
  • In the behavioral domain, if a program taught a specific skill like on-task behavior in one classroom, a broader measure would be on-task behavior in another setting.
• Administrative data measures apply only to behavioral intervention tools and are measures such as office discipline referrals (ODRs) and graduation rates, which do not have psychometric properties as do other, more traditional targeted or broader measures.

If you have excluded a variable or data that are reported in the study being submitted, explain the rationale for exclusion: