Choice Strategy

Jessica Ewers #4

What is choice?
Choice is a tremendous strategy for your students who
have difficulty staying on or completing tasks or who have
disruptive behavior. This strategy can be used for your
general education room and there has been an abundance
of research regarding how it can help support students with
ASD or EBD. When using choice, it takes into account a
students personal interests, preferences, and capabilities.
When students are able to choose which worksheets to do,
to work with a peer or not, what materials they can use to
complete a task, and in what part of your classroom they
can complete the task, it gives your student a sense of
control and predictability. The use of this strategy will
result in an increase of student participation and
engagement, task completion, decrease of disruptions, and
improve student academic and social success.

How Choice
has helped
students:
ASD:
-Develop motor skills
-Increase Engagement
-Be more creative
EBD:
-Decrease inappropriate
behaviors
-Increase engagement
-Increase completion of
task
-Improve teacher/student
relationship

For the teacher when using choice it requires little preparation and easy to
implement!
For the student it will increase engagement, participation, and task
completion!

How to Implement Choice in your Classroom!

When presenting your students with the options for task
completion you want to present them with the options that
they prefer the most, the least, and are neutral towards.
For example, when completing an academic task and if a
student has to either work in a group, pair, or individually,
giving them those options even though you know they
prefer to work individually, will be a confidence booster
and help them complete the task at hand.
Teacher Instructions:

Determine what task you want your student to

complete

Offer the individual two or more options.

Ask the individual to make a choice.

Provide wait time for the individual to make his or

her choice.

Wait for the individual's response.

Reinforce with the option chosen (i.e., give the

item to the individual).

If the individual does not make a choice, prompt

the individual to choose from the provided options.

Be clear how to your student how to complete the

task and the timeframe to complete said task.

(Jolviette et al., 2001, p.134)

Student Instructions:

Listen to the options that your teacher is giving

you.

Select your choice!

Follow directions how to complete the task!

Complete the task in the timeframe your teacher

has given you.

When complete turn it in to your teacher!

For Choice to be Successful

in your classroom:
Be explicit with your
directions
Give time limits for task
completion
Give positive
reinforcement
Follow up with your
students

References:
Jolivette, K., Wehby, J. H., & Canale, J. (2001). Effects of choicemaking opportunities on the behavior of students with emotional and
behavioral disorders. Behavioral Disorders, 26(2), 131-145.
Lane, K. L., Royer, D. J., Messenger, M. L., Common, E. A., Ennis,
R. P., & Swogger, E. D. (2015). Empowering teachers with lowintensity strategies to support academic engagement: Implementation
and effects of instructional choice for elementary students in inclusive
settings. Education & Treatment Of Children, 38(4), 473-504.
Lough, C. L., Rice, M. S., & Lough, L. G. (2012). Choice as a
Strategy to Enhance Engagement in a Colouring Task in Children with
Autism Spectrum Disorders. Occupational Therapy International, 19(4),
204-211 8p.
Stafford, A. M. (2005). Choice Making: A Strategy for Students With
Severe Disabilities. Teaching Exceptional Children, 37(6), 12-17.