Effects of concrete versus verbal choice systems on problem behavior

Abstract

Choice making is a behavior that has both philosophical and practical appeal. Recently, several studies have demonstrated that the inclusion of student choice in curricular and scheduling decisions is related to reduced problem behaviors and increased academic performance. This study explores the impact of choice making in two modes on the problem behaviors of one young adult with autism and severe intellectual disabilities. The frequency of aggressive refusals was monitored in the participant's home during meal times. In one condition, meal choices were made verbally, and in a second condition, meal choices were made with the assistance of pictures. The results suggest that for this young man, choices made via pictures were less likely to be associated with problem behaviors. The assumption is that choices made with pictures were more representative of his preferences. The implications of these results are presented for the development of choice systems in school and community settings.

• autism
• choice
• communication board
• concreteness
• problem behavior