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This study investigated the relative influence of choice and preference on task engagement, disruptive, affective responsiveness, and task performance behaviors of four children with autism and pervasive developmental disorder. Three conditions were compared. In the blind choice condition, a choice was presented between two tasks of equivalent preference blocked from view by being placed in separate boxes. In the informed choice condition, a choice between two tasks of equivalent preference was presented in full view of the participant. In the no choice condition, the examiner assigned a task. The blind choice, informed choice, and no choice conditions were examined for high, medium, and low preference tasks. Preference assessments were conducted prior to each condition to determine (a) current task preferences and (b) preference changes over time. Subjective measurements of affective responsiveness were also examined across all conditions and preference phases. Visual analysis was used to evaluate effects of the three conditions at each task preference level both within and across subjects. Results indicate no general differential effects between choice and assignment conditions. Individual participant results for subjects suggest positive effects based on preference for tasks within and across preference phases. Idiosyncratic results were discussed with regards to internal and external factors which impacted subject's performances.