Teaching Choice-Making Skills

Following these eight steps will teach individuals how to make independent and purposeful choices.

Step 1: To identify choice options, let the learner sample the choice options. If the choice options are edible, let the learner taste each item. If the choice options are activities, model part of the activity. Note: Do not teach choice-making immediately after this process.

Example: Maggie is choosing between crackers and cookies. We encourage her to taste each type before we offer her a choice.

Step 2: Here is your first teaching opportunity! Offer the choice options to the learner by placing or holding the two options in front of the learner.

Example: I put a small piece of cracker and a small piece of cookie on the table. I put them right in front of Maggie to be sure she could see them.

Remember, when you are teaching beginning choice-making, it is best to use the actual objects when presenting choice options. Once the learner has mastered these beginning steps (criteria for mastery are discussed later), you can expand choice and control by using a wide array of choice option formats, including photographs, picture icons, and choice boards or books.

Step 3: Ask the learner, "Do you want ______ or ______ ?"

Example: "Maggie, do you want cracker or cookie?"

Step 4: Wait 10 to 15 seconds for the learner to make an independent choice response.

Example: After 5 seconds, Maggie reached toward the cookie.

Step 5: Respond immediately by giving the individual the chosen option. Remove the other item and praise the learner for making the selection.

Example: I gave Maggie the cookie right away and put the cracker out of her sight. Then I told her what a great job she had done choosing the cookie.

Step 6: If the learner does not make an independent choice response, prompt the choice response. Choose the level of prompt that results in the learner making a choice response every time. Use the same prompt across all choice opportunities. Prompts can be given in the following three forms:

Verbal
Example: "Maggie, point to cracker or cookie."

Model
Example: I touched the item that I wanted.

Physical
Example: I helped guide Maggie’s hand to point to the one of the options.

Step 7: If the learner rejects an option after making a choice, repair the situation by removing the unwanted item immediately. Do not force the individual to engage in an unwanted activity.

Example: Maggie chose cracker, but then pushed it away when I gave it to her. I quickly took the cracker away.

Step 8: To give other choice opportunities, repeat the previous steps. It is not necessary that the individual sample each item after the initial choice has been made. Also, it is important to vary the position (left to right) of the choice options each time.

Example: I wanted Maggie to have the chance to choose more pieces of the cookie, so I switched their position on the table and asked, "Do you want cracker or a cookie?"