Application of Choice-Making Intervention for a Student with Multiply Maintained Problem Behavior

Peterson, Stephanie; Caniglia, Cyndi; Royster, Amy Jo

doi:10.1177/108835760101600407

Cited by 27 publications

(13 citation statements)

References 19 publications

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“…According to the researchers, without instruction in choice making, children with ID/DD are at risk for having their preferences ignored and their protests misinterpreted as informed consent, lack of interest or even contentment. Not having choices is a problem by itself; however, research has also shown a significant correlation between lack of choice and negative behaviors, including aggression, noncompliance, temper tantrums, and running away (Peterson, Caniglia, & Royster, 2001;Umbreit & Blair, 1996). These same investigators also found that providing choices decreased unwanted behaviors and resulted in positive behavioral outcomes.…”

Section: Supporting Instruction Of Self-determination Skillsmentioning

confidence: 99%

Striving for autonomy in a contingency‐governed world: Another challenge for individuals with developmental disabilities

Clark¹,

Olympia²,

Jensen³

et al. 2003

Psychology in the Schools

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The purpose of this article is to provide the reader with an orientation to the concepts and principles of autonomy and self-determination and the application of those concepts and principles to working with children and adolescents who have intellectual and developmental disabilities (ID/DD), including autism. Self-determination is essentially the ability of a person to be autonomous as to meaningful life choices and encompasses activities such as problem solving, decision making, goal setting, self-observation and evaluation, self-management and reinforcement, acquiring an internal locus of control, experiencing positive attributions of efficacy and outcome expectancy, developing a realistic and positive self-image, and self awareness. The lack of opportunities for self-determination, personal expression and consideration of personal preferences experienced by this population has been associated with increased psychiatric disturbance. Several principles supporting self-determination, including positive psychology and use of positive alternatives, are discussed by the authors. Further, practices that generate more opportunities for individuals to exercise personal control and autonomy across activities and environments in order to prevent psychological problems are discussed. Finally, the school psychologist's role in promoting the development of autonomy and self initiative among children and adolescents with ID/DD are outlined within the contexts of assessment practices, interventions and curriculums, positive behavior support technology, and continued educational reforms and systems change. © 2004 Wiley Periodicals, Inc. The Importance of AutonomyPersonal autonomy and empowerment, as defined by the opportunity to make choices and decisions regarding one's quality of life free from undue external influence or interferences, are central to the principles of self-determination (Wehmeyer, 1996a, p.18). Self-determination encompasses the ability of a person to be autonomous in terms of meaningful life choices. Autonomy is essential in several important life activities, including choice making, problem solving, decision making, goal setting and goal attainment, self-observation and evaluation, self-management and reinforcement, operating from an internal locus of control, making positive attributions of efficacy and outcome expectancy, obtaining a realistic and positive self-image, and self awareness. Research by Wehmeyer and his colleagues at the Association for Retarded Citizens (Arc ) National Headquarters (Wehmeyer, Kelchner, & Richards, 1996) showed that of the four core components of self determination (i.e., autonomy, self-regulation, psychologically empowered self-initiative, and selfrealization), proficiencies in autonomy and self-initiative were the most powerful predictors of self-determined behavior.Expressing personal preferences, making autonomous decisions based on those preferences, and assuming personal responsibility for the course of one's life choices are expressions of freedoms most of us enjoy...

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Section: Supporting Instruction Of Self-determination Skillsmentioning

confidence: 99%

Striving for autonomy in a contingency‐governed world: Another challenge for individuals with developmental disabilities

Clark¹,

Olympia²,

Jensen³

et al. 2003

Psychology in the Schools

View full text Add to dashboard Cite

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“…Most function-based interventions include (a) providing teacher attention (e.g., praise and points; Kamps, Wendland, & Culpepper, 2006); (b) self-monitoring (Kamps et al); (c) teaching social skills (e.g., asking for help; Kamps et al); (d) reducing task duration and breaking down task steps (Moore, Anderson, & Kumar, 2005); (e) receiving breaks and working with adults or peers (Peterson, Caniglia, & Royster, 2001); and (f) interspersing instruction between preferred activities (Blair, Liaupsin, Umbreit, & Kweon, 2006). More intensive tertiary supports are described in another article in this issue (Eber, Breen, Rose, Unizycki, & London, 2008).…”

Section: Typical Featuresmentioning

confidence: 99%

Classwide Secondary and Tertiary Tier Practices and Systems

Fairbanks¹,

Simonsen²,

Sugai³

2008

TEACHING Exceptional Children

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“…Four studies evaluated choicemaking (Cosden, Gannon, & Haring, 1995;Dyer, Dunlap, & Winterling, 1990;Powell & Nelson, 1997;Romaniuk et al, 2002). Studies that were considered primarily investigations of functional assessment (e.g., Cooper et al, 1992;Dunlap, Foster-Johnson, Clarke, Kern, & Childs, 1995;Dunlap et al, 1993;Peterson, Caniglia, & Royster, 2001) were also excluded. Studies that were considered primarily investigations of functional assessment (e.g., Cooper et al, 1992;Dunlap, Foster-Johnson, Clarke, Kern, & Childs, 1995;Dunlap et al, 1993;Peterson, Caniglia, & Royster, 2001) were also excluded.…”

Section: Reviewed Studiesmentioning

confidence: 99%

Increasing Task Engagement Using Preference or Choice-Making

Morgan

2006

Remedial and Special Education

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Frequent reprimands, low expectations, and infrequent praise characterize the daily school experiences of many students who display problem behaviors. This review evaluates preference and choice-making as possible interventions for improving these school experiences. Findings from 15 studies suggest that preference and choice-making may improve both academic performance and behavior. However, an underlying behavioral mechanism may more parsimoniously account for the effects attributed to each intervention. Moreover, the effects attributed to choice-making appear to vary with the type of methodological procedure used to control for preference. Teachers employing preference assessments when using choice-making are more likely to improve a student's task engagement than those relying on choice-making alone.

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Application of Choice-Making Intervention for a Student with Multiply Maintained Problem Behavior

Cited by 27 publications

References 19 publications

Striving for autonomy in a contingency‐governed world: Another challenge for individuals with developmental disabilities

Striving for autonomy in a contingency‐governed world: Another challenge for individuals with developmental disabilities

Classwide Secondary and Tertiary Tier Practices and Systems

Increasing Task Engagement Using Preference or Choice-Making

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