Choice-making is defined as the selection of an item or activity from an array of options at a particular moment in time. Freedom and opportunity for choice-making, familiarity with choice options, initiative to make a choice, and various methods of selecting a choice are the many skills involved in choice-making. To prevent the child from becoming passive and uninvolved in various aspects of decision-making, parents and educators can work to ensure that the child is active in the choices made in their life.

To increase choice-making opportunities, a simple shift in language can take place. Rather than giving a directive, or authoritative instruction, the prompt could be phrased as presenting a choice. Research indicates that when children with various disabilities are given a choice rather than a directive, they present with fewer challenging behaviors. In addition, research also shows that individuals with significant disabilities who are provided the opportunity to make choices from an early age have higher independent-living skills and quality of life.

Familiarity with consistent opportunities to make choices daily is important in instilling a child's sense of independence. A child should be familiar with their options to choose from that are preferred, as well as several alternatives. This may include giving the child time to consider their options and space to independently complete related tasks. Therefore, patience is key on the part of caregivers and educators to allow the child time to explore and experience potential consequences of their choices. To continue to gauge a child's preferences, a preference assessment may be given to clue in adults to a child's preferred activities, foods, etc. When a child is making choices within their preferences, they are acting in a self-determined manner.

Another aspect that is part of the choice-making process is individual motivation to make choices. By continuing to provide support and encouragement, parents and educators can foster motivation and self-confidence in the child. Continuing to provide opportunities to choose and reinforcement for doing so is essential for the individual to feel motivated in making choices for themselves.

Children with visual impairments may have difficulty with expressive communication skills (i.e., speaking, writing, gestures, etc.) and might need significant support to further those skills. Individuals close to the child should pay close attention to how the child attempts to communicate, especially as children's ways of communicating are highly individualized. Thus, to increase the child's ability to make choices and act in a self-determined manner, effort should be expended to understand how the child communicates their wants and needs.

With the skills your child learns at a young age to make informed choices, the better able they will be to advocate for themselves later!