Controlled Choices

Controlled choices...

- Allows for power struggles to be avoided
- Gives students a sense of control in decision making
- Provides clear options for students to choose from that fit both their goal and adult's goal.

Implementation

Overview

- Controlled choices are a way of giving the student the façade of control. The choices are designed that the ultimate goal of the teacher is still achieved no matter what the student chooses.
- This may look like telling a student that they may complete something first or after something else
- It may be that a student is given two ways of completing a particular assignment
- Controlled choices are meant to avoid a power struggle but still enforcing that a student needs to make a choice
- Predetermine choices that allow the student to decide how to complete a specific activity or reward without impeding learning.
- Allow student to complete one of your choices.
- Be prepared for either choice to be selected.

Core Components

- Choices are available for student
- Teacher must be comfortable in whichever option the student chooses
- The options should not be punitive

Proactive Implementation

- When a directive is given, the supervising adult may offer specific options to the student, class, or group of students. This is thought through ahead of time where the student outcome doesn't change but their current options are variable.

Responsive Implementation

- Controlled choices can be given to a specific student, group, or class if they feel to be struggling or escalating with a specific task/demand.

Bucket Fits

Connection

If the need is connection the controlled choices should allow for an preferred person to be brought into the fray.

Skills Training

If the need is skill building then the student may be prompted with options that require clarifying expectations and understanding consequences.

Awareness

If the need is awareness then the supervising adult may communicate why the controlled choices are being offered and communicate the expectations in a cam neutral tone.

Emotional Regulation

If the need is regulation then the controlled choices should be given in a calm neutral tone in response to student escalation and then a power struggle in avoided by the supervising adult walking away, allowing the student to make their decision.

Considerations & Adaptations

Understanding Adaptations

Consider Factors Prior to Start

Intensifying or Fading During

- Student factors-

Gender, race, function, topography, family dynamics, interpersonal relationships

- Contextual factors -

Resource availability, classroom instruction, physical space, time, technology

- Duration
- Frequency
- Feedback
- Reinforcement
- Goals

REMINDER

- Make a note to document when you're starting this intervention.
- After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.

Resource

Controlled Choices