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What Is Choice-Making?

Forum References FAQ's Quiz Lecture Introduction According to the Merriam Webster Dictionary, choice "is the power or opportunity of making a selection" (p. 144). Many individuals with disabilities such as autism spectrum disorders lack the "power or opportunities" necessary to make decisions about what will happen to them. In other words, they do not get to choose how they would like to participate in their own lives.

Researchers have determined that the choice-making process consists of the following three levels:

  1. Preferences: Our likes and dislikes.

    Example: Maggie enjoys snack time. She loves the peanut butter crackers, but she doesn’t like dried fruit. It is important to determine preferences based on observed behavior.

  2. Choice-making within limitations: Our ability to make choices with specific constraints.

    Example: Maggie makes the decision to eat the crackers but not the dried fruit. However, she would not be given the opportunity to eat all the peanut butter crackers.

  3. Expression of autonomy: Our individuality.

    Example: Maggie is who she is based on her preferences and her ability to communicate her decisions and choices. Because she has the ability to choose what she wants to eat, she is in a sense expressing her individuality.

Individuals with disabilities often face barriers in making decisions for themselves. Some of these include:

  • Not being taught how to make choices
  • Limited opportunities to express preferences and make choices
  • Limited communication skills


Ways to Combat the Barriers to Effective Choice-Making

  • Teach choice-making skills.

Individuals must be given tools to effectively define and communicate their likes and dislikes. Choices can range from the simple, such as choosing between two assignments, to the complex, such as deciding the type of after-school chores they would like to do. Whether the choice is simple or complex, it is essential first to determine the needs of the individual and teach choice-making skills according to his or her preferences.

  • Provide opportunities to use choice-making skills.

Opportunities to choose allows individuals with disabilities to gain control and independence. Opportunities to make choices are available every day at home, school, and within the community. It is important to recognize that choices are available and encourage individuals to express their preferences related to the available choices.

  • Acknowledge all forms of communication.

Any attempt at communication should be acknowledged, including nonverbal communication such as reaching, touching, eyegaze, facial gestures, vocalization, body movement, and sign language. Augmentative and alternative communication devices such as switches, buttons, picture choice books, and other visual aids may be used to improve or enhance the communication of individual choices.


These are buttons that can be used to make a selection.

 

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