The Effect of Choice Making Opportunities and Supporting Positive Behavior Strategies in Self-Advocacy among Students with Intellectual Disabilities
##plugins.themes.bootstrap3.article.main##
##plugins.themes.bootstrap3.article.sidebar##
Published
Jun 4, 2025
Copyright Information
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Atef Abdallah Bahrawi
https://orcid.org/0000-0003-0363-1310
https://orcid.org/0000-0003-0363-1310
Abstract
The study aimed at identifying the effect of choice making provision strategies in self-advocacy among students with intellectual disabilities from the point of view of their teachers. The sample of the study included (48) teachers who teach in government institution for students with intellectual disabilities in Al-Ahsa. The researcher used the quasi-experimental design for pre and post measurements for one group, and applied the two measurements for opportunities of choice and self-advocacy of students with intellectual disabilities in the first baseline stage. Then, the teachers were trained on the strategy of choice making opportunities provision and support for positive behavior. Finally, there was a follow-up baseline stage. The averages of the pre and post measurements of the study sample were calculated using the Independent sample T test and the one-way analysis of variance (ANOVA). The results of the study indicated that there were statistically significant differences between the pre and post measurements in the strategy of choice opportunities for teachers of students with intellectual disabilities, and there were statistically significant differences among teachers of students with intellectual disabilities in self-advocacy of their students with intellectual disabilities. The arithmetic mean reached the level of significance with regard to the teacher's experience variable and the teacher's access to training in the field, while it was found that there were no statistically significant differences between the dimensional measurements in the strategy of providing choice opportunities according to the level of severity of the students' disability.
Metrics
Metrics Loading ...
##plugins.themes.bootstrap3.article.details##
Keywords
Strategy of choice making opportunitiesAttaining self-advocacyShort-term trainingPositive behavior supportIntellectual education teacher
References
Al-Mousa, Nasser, Al-Haidari, Hisham, and Al-Sharif, Hashem (2023). qawanin waqadaya mueasiratin. dimn almawsueat alshaamilat fi al'iieaqati, al'iieaqat kathirat alaintishar (in Arabic). tahriru: 'a. da. eabdallah bin muhamad aljughayman w da. eala 'abu alsakri, markaz almalik salman li'abhath al'iieaqa.
Brooks, C. & Young, S. (2011). Are choice-making opportunities needed in the classroom? Using self-determination theory to consider student motivation and learner empowerment. International Journal of Teaching and Learning in Higher Education, 33(1) 48–59. https://www.isetl.org/ijtlhe/
Centers for Disease Control and Prevention [CDC]. (2014). CDC estimates 1 in 68 children has been identified with autism spectrum disorder. Retrieved July 1, 2017, from http://www.cdc.gov/media/releases/2014/p0327-autism-spectrum-disorder.html
Collins, L. & Landrum, T. (2022). Using behavioral interventions to build relationships with students with challenging behavior. Teaching Exceptional Children, 55(3), 188-197. DOI. 10.1177/00400599221085727
Cristea, M. & Gherguț, A. (2021). The effect of evidence-based practices to enhance self-determination in students with intellectual disabilities: A systematic literature review. Psychology Series, (30), 129–152.
Da Silva, P., Voltz, C., De Moura, E., & Zucchetti, D. (2020). Contributions of NGOs for experiences in autonomy in socially vulnerable children and adolecents. Iniciação Científica CESUMAR, 22(2), 225–235. DOI: 10.17765/1518-1243
DeMasi, A. & Berger, S. (2021). Making the process of strategy choice visible: Inhibition and motor demands impact preschoolers’ real-time problem solving. Developmental Science, Wiley, 24(e13106) 1–13. DOI: 10.1111/desc.13106
Dowdy, A., Peltier, C., Tincani, M., Schneider, W. J., Hantula, D. A., & Travers, J. C. (2021) Meta-analyses and effect sizes in applied behavior analysis: A review and discussion. Journal of Applied Behavior Analysis 54(4), 1317-1340. DOI: 10.1002/jaba.862
Eklund, M. & Tjörnstrand, C. (2022). Resident and staff perceptions of an activity-and recovery-based intervention in supported housing for people with severe mental illness – A longitudinal pilot study. BMC Psychiatry, 22(404), 1–9. https://doi.org/10.1186/s12888-022-04050-7
Elle, K. & Ian, S. (2022). Assessing the development of relational framing in young children. Psychological Record, 72(2), 221-246. DOI.10.1007/s40732-021-00457-y
Fallon, L., Collier-Meek, M., & Kurtz, K. (2019) Feasible coaching supports to promote teachers classroom management in high-need setting: An experimental single case design study. School Psychology Review, 48(1), 3-17. DOI: 10.17105/SPR-2017-5310
Gupta, A. & Malhotra, D. (2023). Al-based techniques for the detection of neuro-developmental disorders: A Survey. International Conference on Information Systems and Computer Networks, International Conference on 1-5 Mar, 2023. DOI: 10.1109/ISCON57294.2023.10112000
Hasanu, 'A. (2016). Faeaaliat barnamaj tadribiun fi tanmiat alqudrat ealaa attkhadh alqarar ladaa dhawi al'iieaqat alfikriati (in Arabic). majalat altarbiat alkhasat jamieat alzaqaziq, (17) 388-434. http://search.mandumah.com/Record/796106
Hasanu, 'A. (2018). Taqrir almasir ladaa almurahiqin dhawi al'iieaqat alfikriat wadhawi adtirab tayf altawahudu (in Arabic). aleulum altarbawiat jamieat alqahirati, 26(3) 1-49. http://search.mandumah.com/Record/980659
Husawy, ealay, walmaliki, nabil (2023). Al'iieaqat alfikriatu. dimn almawsueat alshaamilat fi al'iieaqati, al'iieaqat kathirat alaintishar (in Arabic), tahriru: 'a. da. eabdallah bin muhamad aljughayman w da. eala 'abu alsakri, markaz almalik salman li'abhath al'iieaqa.
Jolivette, K., Ennis, R., & Swoszowski, N. (2017). Educator “What-Ifs”: The feasibility of choice making in the classroom. Beyond Behavior, 26(2), 74–80. DOI 10.1177/1074295617713
Luckasson, R., Tassé, M. J., & Schalock, R. L. (2022). Professional responsibility in the field of intellectual and developmental disabilities: Its definition, application, and impacts. Intellectual and developmental disabilities, 60(3), 183–1981. DOI: 10.1352/1934-9556-60.3.183
Ogletree, B. & Crawford, K. (2009). Contemplating the communicative value of objects: Establishing iconic and indexical object experiences with individuals with severe intellectual disabilities. Focus on Autism and Other Developmental Disabilities, 24(4), 248–251. DOI: 10.1177/1088357609346732
Pandey, S. & Sharma, S. (2023). ML Algorithms that have been utilised to classify neuro-developmental disorders: A review. International Conference on Information Systems and Computer Networks, International Conference on 1-5 Mar, 2023. DOI: 10.1109/ISCON57294.2023.10112157
Prater, M. A. Tadris altulaab dhawi al'iieaqat kathirat alaintishar astiratijiaat lilfusul almutanawieati (in Arabic). Translate rim aleabdalwahaab, samir alhasaani (2023) dar alnaashir alduwali, Riyadh.
Rios, K. & Burke, M. (2021). The effectiveness of special education training programs for parents of children with disabilities: A systematic literature review. Exceptionality, 29(3), 215–231. DOI: 10.1080/09362835.2020.1850455
Royer, D., Lane, K., Cantwell, E., & Messenger, M. (2017). A Systematic review of the evidence base for instructional choice in k--12 settings. Behavioral Disorders, 42(3), 89-107. DOI. 10.1177/0198742916688655
Schalock, R., Luckasson, R., & Tassé, M. (2021). Intellectual disability: Definition, diagnosis, classification, and systems of supports. aaidd, 12th Edition. https://www.aaidd.org/intellectual-disability/definition
Shogren, K., Faggella-Luby, M., Bae, S., & Wehmeyer, M. (2004). The effect of choice-making as an intervention for problem behavior. Journal of Positive Behavior Interventions, 6(4), 228–237.
Stasolla, F., Caffò, A., Perilli, V., & Albano, V. (2019). Experimental examination and social validation of a microswitch intervention to improve choice-making and activity engagement for six girls with Rett Syndrome. DEVELOPMENTAL NEUROREHABILITATION, 22(8), 527–541. https://doi.org/10.1080/17518423.2019.1624655
Szlamka, Z., Tekola, B., Hoekstra, R., & Hanlon, C. (2022). The role of advocacy and empowerment in shaping service development for families raising children with developmental disabilities. An international journal of public participation in health care and health policy, Wiley, 25(4), 1882–1891. DOI: 10.1111/hex.13539
Taylor, A. (2018). The logic of deferral: Educational aims and intellectual disability. Studies in Philosophy and Education, 37,265–285. https://doi.org/10.1007/s11217-017-9595-y
Tounsi, O., Masmoudi, L., Trabelsi, K., Koubaa, A., Clark, C., Anouda, Ch., & Bahloul, M. (2022). Effects of class-wide choice making on the behaviour of students with mild intellectual disability. International Journal of Disability, Development & Education, 69(1), 33-46. DOI.1 10.1080/1034912X.2021.1998889
Trump, C. E., Pennington, R. C., Travers, J. C., Ringdahl, J. E., Whiteside. E., & Ayres, K. M. (2018). Applied behavior analysis in special education. Teaching Exceptional Children, 50(6), 381-393. http://doi:10.1177/jvr-0040059918775020
Watanabe, M. & Sturmey, B. (2003). The effect of choice-making opportunities during activity schedules on task engagement of adults with autism. Journal of Autism and Developmental Disorders, 33(5), 535–538.
White, A., Oteto, N., & Brodhead, M. (2022). Providing choice-making opportunities to students with autism during instruction. Teaching Exceptional Children, XX(X) 1–8. DOI: 10.1177/00400599211068386
Yutaro, H. & Eiji, O. (2023). Characteristics of students who require elementary school counselors’ support owing to developmental disorders. Heliyon, 9(3), 183–1981. DOI: 10.1016/j.heliyon.2023.e13791
*********************************************************************************************
براتر، ماري. (2023). تدريس الطلاب ذوي الإعاقات كثيرة الانتشار: استراتيجيات للفصول المتنوعة. ترجمة: ريم العبدالوهاب وسامر الحساني. ط1، دار الناشر الدولي، الرياض، السعودية.
حسن، أيمن سالم. (2016). فعالية برنامج تدريبي في تنمية القدرة على اتخاذ القرار لدى ذوي الإعاقة الفكرية. مجلة التربية الخاصة، جامعة الزقازيق، (17)، 388-434. http://search.mandumah.com/Record/796106
حسن، أيمن سالم. (2018). تقرير المصير لدى المراهقين ذوي الإعاقة الفكرية وذوي اضطراب طيف التوحد. العلوم التربوية، جامعة القاهرة، 26(3) 1-49. http://search.mandumah.com/Record/980659
الموسى، ناصر والحيدري، هشام والشريف، هاشم. (2023). قوانين وقضايا معاصرة. ضمن الموسوعة الشاملة في الإعاقة: الإعاقات كثيرة الانتشار، تحرير: عبد الله بن محمد الجغيمان وعلا محيي أبو السكر. ط1، مركز الملك سلمان لأبحاث الإعاقة.
هوساوي، علي، والمالكي، نبيل. (2023). الإعاقة الفكرية. ضمن الموسوعة الشاملة في الإعاقة: الإعاقات كثيرة الانتشار، تحرير: عبد الله بن محمد الجغيمان وعلا محيي الدين أبو السكر. ط1، مركز الملك سلمان لأبحاث الإعاقة.
Brooks, C. & Young, S. (2011). Are choice-making opportunities needed in the classroom? Using self-determination theory to consider student motivation and learner empowerment. International Journal of Teaching and Learning in Higher Education, 33(1) 48–59. https://www.isetl.org/ijtlhe/
Centers for Disease Control and Prevention [CDC]. (2014). CDC estimates 1 in 68 children has been identified with autism spectrum disorder. Retrieved July 1, 2017, from http://www.cdc.gov/media/releases/2014/p0327-autism-spectrum-disorder.html
Collins, L. & Landrum, T. (2022). Using behavioral interventions to build relationships with students with challenging behavior. Teaching Exceptional Children, 55(3), 188-197. DOI. 10.1177/00400599221085727
Cristea, M. & Gherguț, A. (2021). The effect of evidence-based practices to enhance self-determination in students with intellectual disabilities: A systematic literature review. Psychology Series, (30), 129–152.
Da Silva, P., Voltz, C., De Moura, E., & Zucchetti, D. (2020). Contributions of NGOs for experiences in autonomy in socially vulnerable children and adolecents. Iniciação Científica CESUMAR, 22(2), 225–235. DOI: 10.17765/1518-1243
DeMasi, A. & Berger, S. (2021). Making the process of strategy choice visible: Inhibition and motor demands impact preschoolers’ real-time problem solving. Developmental Science, Wiley, 24(e13106) 1–13. DOI: 10.1111/desc.13106
Dowdy, A., Peltier, C., Tincani, M., Schneider, W. J., Hantula, D. A., & Travers, J. C. (2021) Meta-analyses and effect sizes in applied behavior analysis: A review and discussion. Journal of Applied Behavior Analysis 54(4), 1317-1340. DOI: 10.1002/jaba.862
Eklund, M. & Tjörnstrand, C. (2022). Resident and staff perceptions of an activity-and recovery-based intervention in supported housing for people with severe mental illness – A longitudinal pilot study. BMC Psychiatry, 22(404), 1–9. https://doi.org/10.1186/s12888-022-04050-7
Elle, K. & Ian, S. (2022). Assessing the development of relational framing in young children. Psychological Record, 72(2), 221-246. DOI.10.1007/s40732-021-00457-y
Fallon, L., Collier-Meek, M., & Kurtz, K. (2019) Feasible coaching supports to promote teachers classroom management in high-need setting: An experimental single case design study. School Psychology Review, 48(1), 3-17. DOI: 10.17105/SPR-2017-5310
Gupta, A. & Malhotra, D. (2023). Al-based techniques for the detection of neuro-developmental disorders: A Survey. International Conference on Information Systems and Computer Networks, International Conference on 1-5 Mar, 2023. DOI: 10.1109/ISCON57294.2023.10112000
Hasanu, 'A. (2016). Faeaaliat barnamaj tadribiun fi tanmiat alqudrat ealaa attkhadh alqarar ladaa dhawi al'iieaqat alfikriati (in Arabic). majalat altarbiat alkhasat jamieat alzaqaziq, (17) 388-434. http://search.mandumah.com/Record/796106
Hasanu, 'A. (2018). Taqrir almasir ladaa almurahiqin dhawi al'iieaqat alfikriat wadhawi adtirab tayf altawahudu (in Arabic). aleulum altarbawiat jamieat alqahirati, 26(3) 1-49. http://search.mandumah.com/Record/980659
Husawy, ealay, walmaliki, nabil (2023). Al'iieaqat alfikriatu. dimn almawsueat alshaamilat fi al'iieaqati, al'iieaqat kathirat alaintishar (in Arabic), tahriru: 'a. da. eabdallah bin muhamad aljughayman w da. eala 'abu alsakri, markaz almalik salman li'abhath al'iieaqa.
Jolivette, K., Ennis, R., & Swoszowski, N. (2017). Educator “What-Ifs”: The feasibility of choice making in the classroom. Beyond Behavior, 26(2), 74–80. DOI 10.1177/1074295617713
Luckasson, R., Tassé, M. J., & Schalock, R. L. (2022). Professional responsibility in the field of intellectual and developmental disabilities: Its definition, application, and impacts. Intellectual and developmental disabilities, 60(3), 183–1981. DOI: 10.1352/1934-9556-60.3.183
Ogletree, B. & Crawford, K. (2009). Contemplating the communicative value of objects: Establishing iconic and indexical object experiences with individuals with severe intellectual disabilities. Focus on Autism and Other Developmental Disabilities, 24(4), 248–251. DOI: 10.1177/1088357609346732
Pandey, S. & Sharma, S. (2023). ML Algorithms that have been utilised to classify neuro-developmental disorders: A review. International Conference on Information Systems and Computer Networks, International Conference on 1-5 Mar, 2023. DOI: 10.1109/ISCON57294.2023.10112157
Prater, M. A. Tadris altulaab dhawi al'iieaqat kathirat alaintishar astiratijiaat lilfusul almutanawieati (in Arabic). Translate rim aleabdalwahaab, samir alhasaani (2023) dar alnaashir alduwali, Riyadh.
Rios, K. & Burke, M. (2021). The effectiveness of special education training programs for parents of children with disabilities: A systematic literature review. Exceptionality, 29(3), 215–231. DOI: 10.1080/09362835.2020.1850455
Royer, D., Lane, K., Cantwell, E., & Messenger, M. (2017). A Systematic review of the evidence base for instructional choice in k--12 settings. Behavioral Disorders, 42(3), 89-107. DOI. 10.1177/0198742916688655
Schalock, R., Luckasson, R., & Tassé, M. (2021). Intellectual disability: Definition, diagnosis, classification, and systems of supports. aaidd, 12th Edition. https://www.aaidd.org/intellectual-disability/definition
Shogren, K., Faggella-Luby, M., Bae, S., & Wehmeyer, M. (2004). The effect of choice-making as an intervention for problem behavior. Journal of Positive Behavior Interventions, 6(4), 228–237.
Stasolla, F., Caffò, A., Perilli, V., & Albano, V. (2019). Experimental examination and social validation of a microswitch intervention to improve choice-making and activity engagement for six girls with Rett Syndrome. DEVELOPMENTAL NEUROREHABILITATION, 22(8), 527–541. https://doi.org/10.1080/17518423.2019.1624655
Szlamka, Z., Tekola, B., Hoekstra, R., & Hanlon, C. (2022). The role of advocacy and empowerment in shaping service development for families raising children with developmental disabilities. An international journal of public participation in health care and health policy, Wiley, 25(4), 1882–1891. DOI: 10.1111/hex.13539
Taylor, A. (2018). The logic of deferral: Educational aims and intellectual disability. Studies in Philosophy and Education, 37,265–285. https://doi.org/10.1007/s11217-017-9595-y
Tounsi, O., Masmoudi, L., Trabelsi, K., Koubaa, A., Clark, C., Anouda, Ch., & Bahloul, M. (2022). Effects of class-wide choice making on the behaviour of students with mild intellectual disability. International Journal of Disability, Development & Education, 69(1), 33-46. DOI.1 10.1080/1034912X.2021.1998889
Trump, C. E., Pennington, R. C., Travers, J. C., Ringdahl, J. E., Whiteside. E., & Ayres, K. M. (2018). Applied behavior analysis in special education. Teaching Exceptional Children, 50(6), 381-393. http://doi:10.1177/jvr-0040059918775020
Watanabe, M. & Sturmey, B. (2003). The effect of choice-making opportunities during activity schedules on task engagement of adults with autism. Journal of Autism and Developmental Disorders, 33(5), 535–538.
White, A., Oteto, N., & Brodhead, M. (2022). Providing choice-making opportunities to students with autism during instruction. Teaching Exceptional Children, XX(X) 1–8. DOI: 10.1177/00400599211068386
Yutaro, H. & Eiji, O. (2023). Characteristics of students who require elementary school counselors’ support owing to developmental disorders. Heliyon, 9(3), 183–1981. DOI: 10.1016/j.heliyon.2023.e13791
*********************************************************************************************
براتر، ماري. (2023). تدريس الطلاب ذوي الإعاقات كثيرة الانتشار: استراتيجيات للفصول المتنوعة. ترجمة: ريم العبدالوهاب وسامر الحساني. ط1، دار الناشر الدولي، الرياض، السعودية.
حسن، أيمن سالم. (2016). فعالية برنامج تدريبي في تنمية القدرة على اتخاذ القرار لدى ذوي الإعاقة الفكرية. مجلة التربية الخاصة، جامعة الزقازيق، (17)، 388-434. http://search.mandumah.com/Record/796106
حسن، أيمن سالم. (2018). تقرير المصير لدى المراهقين ذوي الإعاقة الفكرية وذوي اضطراب طيف التوحد. العلوم التربوية، جامعة القاهرة، 26(3) 1-49. http://search.mandumah.com/Record/980659
الموسى، ناصر والحيدري، هشام والشريف، هاشم. (2023). قوانين وقضايا معاصرة. ضمن الموسوعة الشاملة في الإعاقة: الإعاقات كثيرة الانتشار، تحرير: عبد الله بن محمد الجغيمان وعلا محيي أبو السكر. ط1، مركز الملك سلمان لأبحاث الإعاقة.
هوساوي، علي، والمالكي، نبيل. (2023). الإعاقة الفكرية. ضمن الموسوعة الشاملة في الإعاقة: الإعاقات كثيرة الانتشار، تحرير: عبد الله بن محمد الجغيمان وعلا محيي الدين أبو السكر. ط1، مركز الملك سلمان لأبحاث الإعاقة.
How to Cite
Bahrawi, Atef Abdallah. 2025. “The Effect of Choice Making Opportunities and Supporting Positive Behavior Strategies in Self-Advocacy Among Students With Intellectual Disabilities”. Journal of Educational Sciences – Qatar University 25 (1). https://doi.org/10.29117/jes.2025.0210.
Section
Articles in Arabic