A study involving 3 elementary students (ages 8-10) investigated the treatment effects of choice making with academic assignments. Students at risk for emotional disturbance (ED) in a general education setting participated. These were children who exhibited aggressive behaviors and were judged to be achieving below their grade level by their teachers. Interviews with teachers and the students were conducted to identify two higher preference and two lower preference mathematics assignments for each of the three students. A validation assessment was completed to verify that the students engaged in high levels of disruptive behavior. Then, using an ABAB design, and alternating across students, the effects of choice on on-task and disruptive behavior, and academic efficiency was evaluated. First, the effect of student versus teacher choice of lower preference tasks was assessed. Then, the effects of both choice conditions were evaluated for higher preference tasks for one student. Student choice in the lower preference task condition was only associated with a decrease in inappropriate behavior for one student. An increase in engaged behavior or academic efficiency was not observed under low preference choice conditions for any participants. For one student, high preference choice resulted in favorable behavioral changes. (Contains 25 references.) (CR)