Providing Choices

By: Nicole Day

Who will this
benefit?
All Students
Emotional Disability
Emotional/ Behavior disability
Learning Disability

HOW TO PROVIDE CHOICES IN THE CLASSROOM:

Know when to embed choice making opportunities. (observe when your student starts having trouble)
What type of choice are they presented with? (who, what, when, where they are suppose to do something)
Know the preferred assessment. (observe and understand what your student accepts and rejects).
When to make the choice. (during free time, reading assignments, etc.)
Wait for response. (some students may have a delayed response)
Provide the option in a timely manner. (Give student immediate feedback)
If no response, use prompts. (provide visible and tangible objects for the student to observe)

Implications for practice:

1. Start small and think manageable.
A convenient place to start would be during free time (puzzle, computer, game, book, etc)
2. Be consistent in both presentation and follow through with choice making opportunities.
3. Provide a constant opportunity of choice making.
4. Find areas of focus in which the student will most benefit from.
If a student begins to behave inappropriately during math, begin providing choices during math lessons.

Benefits:

Examples:

References:

What kind of writing utensil would you like to use?
What math activity would you like to play after you finish your assignment?
Which assignment do you want to work on first?
When you need help, how would you like to get my attention?
Do you want to sit on the red or blue carpet?
What science book would you like to read?
What counting tools will help you complete this assignment?
Where would you like to work at?

Green K.B., Jolivette K., Mays N.M. (2010). Making choices: a proactive way to improve behaviors for young children with challenging behaviors. Beyond Behaviors, 20 (1), 25-31.
Jolivette, K., McCormick K.M., Stichter J. P. (2002). Making choices—improving behavior—engaging in learning. Teaching Exceptional Children, 34 (3), 24-29.
Stafford A.M. (2005). Choice making: a strategy for students with severe disabilities. Teaching Exceptional Children, 37 (6), 12-17.

•Increases independence and decreases the reliability of others

•Increases their motivation and participation

•A more focused classroom environment

•Allowing the student to make choices provides predictability and a sense of control

•Better student-teacher interactions

•Being able to make choices during academic tasks will provide students skills
needed for social and academic success
and academic success