A Systematic Review of the Evidence Base for Instructional Choice in K–12 Settings

Abstract

Since the Individuals With Disabilities Education Improvement Act (IDEA; 2004), more and more schools have implemented tiered systems to support academic, behavioral, and social needs of all students (Prasse et al., 2012; Sailor, 2015). Such tiered systems include academic response to intervention (RtI; Fuchs & Fuchs, 2006), positive behavioral interventions and supports (PBIS; Horner & Sugai, 2015), and comprehensive, integrated, three-tiered (Ci3T; Lane, Oakes, & Menzies, 2014) models of prevention, all working to intervene at the first sign of student difficulty using systematic data-based decision making. These graduated systems of support generally include three levels. At Tier 1, supports such as research-or evidence-based core curricula, effective classroom management and organization, and effective teaching strategies; school-wide expectations reinforced with behavior-specific praise; and validated social skills curricula (e.g., antibullying, antidrug, character building) are provided to all students. For students needing additional support as evidenced, for example, by scoring at moderate or high risk on a universal behavior screener (e.g., Student Risk Screening Scale; Drummond, 1994) or scoring below grade level during academic benchmarking, Tier 2 supports are available, usually within small groups or as other low-intensity interventions. Tier 3 supports are intensive, individualized interventions provided to the few students with the greatest risk elements, who need more than Tier 1 and Tier 2 provisions (Fairbanks, Sugai, Guardino, & Lathrop, 2007). Within tiered systems, many educators seek low-intensity strategies to support student academic and behavioral success, including instructional choice, scaffolding independent work, peer tutoring, increasing opportunities to respond, and behavior-specific praise (Niesyn, 2009; Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008), and student-level strategies such as self-monitoring and behavior contracts (Lane, Menzies, Bruhn, & Crnobori, 2011). Instructional choice is a versatile strategy that can be incorporated into daily planning at Tier 1 and be used as an intervention for students who need Tier 2 support (Lane, Menzies, Ennis, & Oakes, 2015). Instructional choice occurs when "the student is provided with two or more options, is allowed to independently select an option, and is provided with the selected option. .. within 688655B DXXXX10.

Reading Instruction for Secondary Grade Students With Emotional and Behavioral Disorders: A Focus on Comprehension

“…For example, students could be provided with three different lists of vocabulary terms organized by subject matter (e.g., biology, poetry, or history) and offered the choice of which list they wish to work on during the class period. When teachers are intentional and put thought into how students may have input into their own learning, research indicates time on task for students with EBD improves (Ramsey et al, 2010; Royer et al, 2017).…”

Empowering Teachers With Low-Intensity Strategies to Support Instruction: Implementing Across-Activity Choices During Third-Grade Reading Instruction

“…Building on the work of previous researchers (Shogren, Faggella-Luby, Bae, & Wehmeyer, 2004), Royer, Lane, Cantwell, and Messenger (2017) conducted a systematic review of instructional choice literature for students in K–12 settings applying the Council for Exceptional Children’s (CEC, 2014) Standards for Evidence-Based Practices in Special Education . Of the 12 identified studies, all met 80% or more quality indicators (with three meeting 100%).…”

“…Of the studies included in the Royer et al (2017) review, three examined the effects of choices during reading or language arts. Skerbetz and Kostewicz (2013) examined the effects of providing a choice of reading comprehension activity (across choice) during 7-min work blocks with five middle school students with and at-risk for emotional and behavioral disorders in inclusive settings.…”

Instructional Choice: An Effective, Efficient, Low-Intensity Strategy to Support Student Success

“…Instructional choice involves offering two or more options, allowing students to select the option independently, and facilitating the selected option (Jolivette, Stichter, & McCormick, 2002). Facilitating student choice can be a critical factor in promoting academic engagement (Royer, Lane, Cantwell, & Messenger, 2017). When able to choose among options, students know their preferences are considered and feel a greater sense of autonomy.…”