Abstract
Adapted alternating treatment designs were used to evaluate and compare the effectiveness of two computer-based sight-word-reading interventions among three elementary school students with an intellectual disability. Each intervention provided 30 stimulus–response–stimulus–response learning trials. One intervention included fixed 3-s response intervals. The second intervention had each participant self-determine each response interval. Results suggest that both interventions caused similar increases in sight-word acquisition. Following the experimental phase, each student was given 5 opportunities to choose which intervention they would complete; 100% of the time (i.e., 15/15), students chose the self-determined intervention. Discussion focuses on the importance of student preference and future research on the relationship between allowing students to self-determine response intervals and learning, attention, inappropriate behaviors, on-task behaviors, and preference.