An analysis of choice making in the assessment of young children with severe behavior problems.

The team visited three preschoolers at home. Each child showed severe hitting, biting, or screaming.

The kids could move between two tables. One table had mom, toys, and no work. The other had mom, toys, and simple instructions. The child chose where to stay.

Sessions lasted 10 minutes. Observers timed where the child sat and counted problem behavior.

Every child split time differently when work was added. One boy stayed 90 percent at the no-work table. Another girl still played near work but whined more.

Problem behavior jumped only when the same table added instructions. That told the team if the child wanted to escape work or wanted more attention.

Each kid showed a clear pattern. The pattern pointed to the function driving the hitting or screaming.

Wanchisen et al. (1989) got similar results faster. They let kids pick a toy for 30 seconds before class. That tiny choice cut maladaptive behavior to zero. Both studies show preschool choice predicts what stops problem behavior.

Kestner et al. (2023) later pooled 32 papers. They found choice boosts autonomy and still meets goals. The 1999 in-home method is one early example now baked into best practice.

Tiger et al. (2021) looked at automatic reinforcement. They added blocking and prompts during assessment. The 1999 paper did not test sensory functions, so Tiger updates the tool for that special case.

You can copy this living-room setup before writing a behavior plan. Two mats, two reinforcers, and a clipboard may show in ten minutes if the child needs escape or wants attention. That quick test keeps you from guessing function and saves hours of trial-and-error treatment later.