This study investigated the effect of choice making on increasing Total Words Written (TWW) and on-task behavior during a writing task for three students diagnosed with ADHD. Two male students and one female student who attended second grade in a Midwestern elementary school were included in this study. Reversal designs showed positive effects for the choice making intervention in increasing both TWW and on-task behavior for one participant in this study. Results of the present study also indicated delayed support for the choice making intervention for the two male participants. Overall, this study adds to previous literature, indicating some evidence for delayed usage of the choice making intervention in the general education setting as an effective intervention for reducing off-task or disruptive behavior, and increasing on-task behavior and TWW for students diagnosed with ADHD.