Activity schedules are commonly used in early intensive behavioral intervention to increase student independence in completing a sequence of activities. A study conducted by Deel et al. (2021) taught participants to assemble activity schedules where participants selected the order of activities (choice) and where the sequence of activities was already determined (no-choice). Deel et al. (2021) then evaluated preference for choice-making opportunities embedded in activity schedules. The purpose of the current study was to systematically replicate Deel et al. (2021) and evaluate participant preference for choice or no-choice activity schedules in concurrent operant assessments. All participants learned to assemble and independently complete choice and no-choice activity schedules. Results of the concurrent operant assessments were idiosyncratic across participants. Practical implications and methodological considerations for future research are discussed.
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