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It addresses how teams can plan trustworthy choice opportunities by selecting appropriate options, ensuring each option is meaningful through direct experience, and choosing effective representations that the child can understand and use successfully. The material also considers how options are presented and the sensory, environmental, and assistive technology factors that support access.",{"@graph":69,"@context":113},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/authentic-choice-making-for-children-and-youth-who-are-deafblind-essential-conditions/586208/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/authentic-choice-making-for-children-and-youth-who-are-deafblind-essential-conditions/586208.png","ImageObject",300,407,{"name":92,"@type":93},"Taylor Morgan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107],{"name":108,"@type":109,"acceptedAnswer":110},"What factors affect how options should be presented during choice-making?","Question",{"text":111,"@type":112},"Teams should decide the best number of options, arrangement, and presentation format (e.g., one at a time or in pairs), as well as the environment, lighting, background noise, and the child’s sensory use. Assistive technologies such as switches or speech-generating devices may also be appropriate.","Answer","https://schema.org",{"og:url":83,"og:type":115,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":117,"canonical":83},"index,follow",{"doc_id":119,"site_id":62},586208,1792107089,{"code":4,"msg":5,"data":122},{"doc_id":119,"user_id":123,"nickname":92,"user_avatar":124,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":125,"file_id":126,"file_url":127,"file_type":128,"file_size":129,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":130,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":131,"faqs":132,"seo_title":133,"seo_description":67,"update_tm":134,"read_time":46},1099523885336,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","| \u003Cbr>AUTHENTIC\u003Cbr>CHOICE-MAKING FORCHILDREN AND YOUTH WHO ARE DEAFBLIND\u003Cbr>By Susan M . Bruce |  |  |  |  |\n| --- | --- | --- | --- | --- |\n| National Center on Deafblindness, [September 2025 | nationaldb.org](September 2025 | nationaldb.org)\u003Cbr>The contents of this publication were developed under a grant from the U.S. Department of Education,\\#H326T230030. However, those contents do not necessarily represent the policy of the U.S.\u003Cbr>Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Rebecca Sheffield. |  |  |  |  |\n| | |  | | |\n|  | | |  |  |\n\n\n| Authentic ChoiceMaking for Children and Youth Who Are Deafblind\u003Cbr>Choice-making is an important instructional strategy for children of any age who are deafblind. It’s a well-established way to increase engagement and learning and to promote self-determination and communication development (Bambara et al., 2020; Carter et al., 2013; NJC, 2024; Wood et al., 2005) .\u003Cbr>Choice-making involves the intentional selection of a preferred “option” from among two or more familiar options (Shevin & Klein, 2004) . Examples include\u003Cbr>• Selecting an object (e.g., toy, food, book)\u003Cbr>• Selecting an activity\u003Cbr>• Choosing to continue or stop an activity (e.g., by expressing “more” or “all done”)\u003Cbr>• Selecting whom to work or play with | • Choosing whether to participate or to observe\u003Cbr>• Selecting the sequence in which tasks will be completed\u003Cbr>• Choosing a location in which to work or play\u003Cbr>Many children and youth who are deafblind are offered opportunities to participate in choice-making at school and at home, but professionals and parents sometimes worry about the authenticity of the choice-making process. They wonder if the child is selecting what they really want at that moment. With careful planning, however, early intervention and education teams, including family members, can work together to make this valuable learning opportunity available to children who are deafblind.\u003Cbr>Below: This student uses a four-button switch to make choices throughout the day, such as what food to eat for lunch, which peer to work with, what art project to do, or what songs to listen to. |\n| --- | --- |\n\n[nationaldb.org](nationaldb.org) Authentic Choice-Making for Children and Youth Who Are Deafblind | 2  \n| Essential Conditions for Authentic Choice-Making\u003Cbr>There are a number offactors to consider when planning and providing authentic choice-making opportunities.\u003Cbr>Determining Which and How Many Options to Offer\u003Cbr>Experiences are the foundation of authentic choice-making (Bruce & Paul, 2020) . We learn what we do and do not like through experience, so it’s important to have a clear understanding of a child’s preferences before teaching choice-making. This involves input from people who know the child well, including family members. They not only provide insight into the child’s high-preference objects and activities, but they also can help determine which ones are appropriate for school and which should be reserved for use at home. When considering what the child likes or dislikes, think about a variety of things, such as what they like to look at, listen to, feel, smell, and eat or drink as well as what activities, environments, and people they prefer.\u003Cbr>A child must have had direct experience with each option so that they are familiar and meaningful. This is especially important for children who are deafblind because of their limited opportunities for incidental and observational learning.\u003Cbr>The team will need to consider how many options to present to each child. It is often helpful to begin with one or two options and then build to larger numbers over time. | \u003Cbr>Above: A choice board is used to present two options: lotion or lip balm.\u003Cbr>Selecting the Best Representations\u003Cbr>A child’s experiences are also important for determining the representations used for each option (e.g., object symbols, pictures, signs, line drawings) . Representat","cbCaiuRSWNgl21gp","https://ap.wps.com/l/cbCaiuRSWNgl21gp","pdf",2174296,"English","# Authentic Choice-Making for Children and Youth Who Are Deafblind\n## Essential Conditions for Authentic Choice-Making\n## Determining Which and How Many Options to Offer\n## Selecting the Best Representations\n## Deciding How Options Will Be Presented","[{\"question\":\"What factors affect how options should be presented during choice-making?\",\"answer\":\"Teams should decide the best number of options, arrangement, and presentation format (e.g., one at a time or in pairs), as well as the environment, lighting, background noise, and the child’s sensory use. Assistive technologies such as switches or speech-generating devices may also be appropriate.\"}]","Authentic Choice-Making for Children and Youth Who Are Deafblind - Essential Conditions | PDF",1792057245]