FACILITATING CHOICE MAKING =
FACILITATING
Presenter(s)
Mary Sagstetter
AbleNet, Inc.
2820 Fairview Ave N
Roseville MN 55113
Day Phone: 800—322—0956
Fax: 651—294—2259
Email: msagstetter@ablenetinc.com
Presenter #2
Kristin Zumbrock
AbleNet,
Inc.
2620 Fairview Ave N
Roseville MN 55113
Day Phone: 800—322—0956
Fax: 651—294—2259
Email: kzumbrock@ahlenetinc.corn
Communication
is one of the most treasured skills we can have as individuals. It provides
each of us with the ability to get our needs and wants met, and most of all, to
the independent. Many individuals travel seamlessly through their daily lives
able to gain attention, request and reject items, greet others, make comments,
ask questions and make choices. Those communicative interactions are so
automatic, that not a second thought is given to them. Yet, there are many
individuals that have and are riot able to participate in those daily
communicative interactions or make the choices that could lead to ultimate
independence in life.
Research
by Mayer Shevin and Nancy Klien (1984) discussed the importance of
choice-making for individuals with severe disabilities. These researchers
commented that although most typically developing individuals will learn this
skill with little or no formal training, this might not be the case for
students with severe disabilities. In order for them to learn choice—making
skills and benefit personally from the opportunity, choice—making experiences
must be fostered throughout the day and incorporated into specific academic,
leisure and self—care activities. Providing training to exercise choice and
classroom opportunities are required for students to move towards functioning
independently. Some of the areas they had suggested for choice—making to take
place are:
Various Objects or Activities
Choices: “What color do you want to use to color the tree? Brown or green
Whether
or Not to Engage in an Activity
Choices: “Do you want to _________?“
When to terminate a given activity
Choices: “Shall we do that again?”
Choices among various means of completing a task
Choices: “How will you write your name on your paper? Name stamp or pencil
Choices of partners for various tasks
Choices: Should we ask someone to do this activity with us? Who would you like
to ask?
Interestingly
enough, today in 2005 struggles still exist as to how to support teaching
choice— making skills to students with complex communication needs. Even though
strategies basis choice—making skills have been infused into basic textbooks
for pre—service specials teachers, there is still failure in the full
development of choice—making skills by people with severe disabilities (Snell
and Brown, 2000.) In agreement with Snell and Brown, Bambara, author of the
article, Fostering Choice—Making Skills, reports that, we have made substantial
progress in valuing and encouraging choice-making for individuals with severe
disabilities, but we still have a long way to go before the full range of
choice opportunities are realized.
Bambara comments, “The ability to know and express one’s preferences is shaped
by daily experiences over time.” In support of the Shevin and Klien 1984
research, Bamara reLiects that for many people choice making must be directly
taught. She suggests, “Even deliberately planned, at least until offering
choices becomes a natural response in our daily social interactions.”
There
have been many articles since 1984 that support daily choice-making
opportunities and the belief that all students have the ability to express their
preferences. Most of the articles report how important it is for students to
practice these skills in the natural environment so as not to become dependent
on others to make choices and decisions for them. In addition, using a voice
out-put communication device with the choices recorded has been beneficial in
supporting the student in learning choice—making skills. Linda Burkhart (2003)
reminds us that it is important to structure a student’s natural environment
for input as Swell as output, and for access in order to provide necessary
voice output communication and/or assistive technology tools to support student
success.
“The
school setting is a perfect context for providing opportunities for
choice-making,” states Allison Stafford. This environment does not have to be
fabricated. Reason and opportunity for communication already exists within the
school setting. It is essential that opportunities for choice—making occur in a
related environment and appropriate time, where the student can draw the connection
between the choices and language. Examples are:
Location: Possible Choices:
Locker What do you want to take off first?
Coat or hat. What do you want to hang up
first? Coat or hat
Morning Meeting What
color pen do you want to use to “sign in”? red or blue
Math What
do you want to measure with? Paper clips or blocks
Science Who do you want your science partner
to be? John or Amanda
Reading Which magazine do you want to read?
Teen or Seventeen
Social Studies Which book do you want
to read? George Washington or Abe Lincoln. How do
you want to find the information? Web or newspaper
Art What do you want to make? Puppet or poster
Health Which is a healthy snack? Chips or
Apples
Gym Which
activity do you want to play today? Basketball or flag football
End of Day What you want to put on first? Coat or
hat
Also
reported in many of the research readings are the additional beneficial
behavioral effects that include increased engagement level and improved
behavior when choices are provided. Problem behavior of aggression, object
destruction, tantrums and self—injury were noted to
decrease when choices were presented. (Dyer, Dunlap & Winterling, 1990)
Prom the research it appears that choice—making can have positive effects on
students of all abilities and levels of cognition.
Practicing
skills in an isolated environment does not typically lend itself to the
successful transfer of the skills. Choice—making skills need to be taught in
the related environment in order to support students in drawing comprehension
and a better understanding of what they are being asked to do.
It
is possible for individuals with complex communication needs to make
significant day- to-day decisions when provided with an auditory or visual representation
choice of food, clothing, books, colors, music, scheduling, partners for social
activities, and leisure and recreational activities. The ultimate goal should
be for all individuals to be able to make choices and work towards
independence.