The purpose of this study was to examine the effects of choice-making and intensified self-statement instruction on persuasive writing performance using an iPad after receiving instruction in self-regulated strategy development through a reversal design with a student with autism and comorbid mental health diagnoses in a residential treatment facility. The student was taught the POW+TREE (Pick my idea, Organize my notes, Write and say more, Topic sentence, Reasons, Explain reasons, Ending) persuasive writing strategy with intensified self-statement instruction (e.g., positive self-talk during writing tasks) then responded to a writing prompt on an iPad in two ways: (1) no choice in prompt topic and (2) choice between two prompt topics. After post-instruction, student writing performance (e.g., essay elements when given a choice between prompt topics) and positive selfinstruction statements during writing tasks increased. These gains maintained and generalized to other contexts in the facility (e.g., positive self-talk with peers on outings). Student self-regulation, self-efficacy in writing, and motivation increased post-intervention. Limitations and future directions are presented.