"What do you want?" is one of the most common questions we ask children. It's also one of the hardest to answer when you have limited communication.
Think about what "what do you want?" actually requires. The child has to generate an answer from an infinite set of possibilities, find the right word on their AAC device, and respond before the moment passes. For many AAC users, that's too many steps. They freeze, pick whatever's closest, or give up entirely.
Structured choices fix this. Instead of asking an open-ended question, you present two, three, or four specific options and let the child pick. That narrows the cognitive load from "think of anything" to "pick from these." It's the same reason restaurants have menus instead of asking "what would you like us to cook?"
SabiKo's Choice Maker is a dedicated tool built for exactly this.
How the Choice Maker Works
The Choice Maker lives in SabiKo's tools section alongside the visual schedule, visual timer, and other built-in tools. Here's how to use it:
- Open the Choice Maker from the tools menu
- Add 2, 3, or 4 options by selecting words or symbols from your vocabulary
- Present the choices to the AAC user on a clean, distraction-free screen
- The user taps their choice, and it's spoken aloud through text-to-speech
Each option is displayed as a large, clearly labeled button with its symbol. There are no other buttons competing for attention, no message bar, no navigation. Just the choices and nothing else.
This is different from simply pointing to words on a communication board. The board has dozens or hundreds of symbols visible at once. The Choice Maker strips away everything except the options that matter right now.
Why Structured Choices Matter
They reduce cognitive overload
Open-ended questions require what psychologists call "divergent thinking," generating options from memory. Structured choices require "convergent thinking," evaluating options that are already in front of you. The second type is significantly easier for most people, and especially for children with communication or cognitive differences.
Research by Sigafoos and Dempsey (1992) found that individuals with developmental disabilities were more likely to make clear, consistent choices when presented with a small, visible set of options compared to being asked open-ended questions.
They build toward independence
Choice-making is a foundational skill. Before a child can answer "what do you want for breakfast?" independently, they need to practice choosing between two concrete options: "cereal or toast?" Over time, you increase the number of options, introduce less preferred items alongside preferred ones, and eventually fade the visual supports as the child builds the skill.
They reduce challenging behavior
A significant amount of challenging behavior in AAC users stems from lack of control. When someone else always decides what you eat, wear, watch, and do, frustration builds. Offering structured choices gives the child genuine agency without requiring the expressive language skills to name what they want from scratch.
They provide communication data
When a child makes a choice, you learn something. You learn what they prefer, what they avoid, and how consistently they select the same things. Over time, this builds a picture of the child's preferences that can inform their communication system, their daily routines, and their IEP goals.
When to Use the Choice Maker
The Choice Maker works best in situations where you want to offer a real decision in a controlled, low-pressure way. Here are the routines where it fits naturally.
Meals and snacks
This is the most obvious starting point. Present two snack options: "crackers or apple?" Two drink options: "water or juice?" The child is motivated because food is involved, and the consequence of the choice is immediate and concrete.
If you're already practicing AAC during mealtimes, the Choice Maker adds a structured step before the meal begins. Instead of asking "what do you want?" and getting a blank stare, you present the options and let the child tap their answer.
Getting dressed
"Red shirt or blue shirt?" "Sneakers or sandals?" Clothing choices are great because they're visual, concrete, and happen every day. Even children who don't yet care about clothing can practice the mechanics of choosing.
Activities and play
"Blocks or bubbles?" "Park or backyard?" "Draw or play with cars?" Offering activity choices gives the child ownership of their time. This is especially valuable for children who have very little control over their daily schedule.
Classroom transitions
Teachers can use the Choice Maker during free time, center rotations, or reward time. "Reading corner or art table?" Presenting the choice on the child's device means they respond the same way they communicate in every other context, reinforcing the AAC system.
Therapy sessions
SLPs can use the Choice Maker to practice decision-making as a therapy goal while also giving the client agency over the session. "Should we work on the game or the book first?" This is choice-making practice and rapport-building at the same time.
How Many Choices to Offer
The number of options matters. Start small and increase gradually based on the child's readiness.
| Number of choices | Best for | Example |
|---|---|---|
| 2 choices | Beginners, children who are learning what "choosing" means | "Apple or banana?" |
| 3 choices | Children comfortable with 2-choice selections | "Apple, banana, or crackers?" |
| 4 choices | Children ready for more complexity | "Apple, banana, crackers, or yogurt?" |
Tips for setting up choices
Include at least one preferred item. If both options are non-preferred, the child isn't really choosing. They're picking the lesser of two frustrations. Make sure at least one option is something they genuinely want.
Vary the position. If the preferred item is always on the left, the child may learn to always tap the left button instead of actually looking at the options. Randomize placement.
Respect the choice. This is the most important rule. If you offer a choice and the child picks something, honor it. If you override their selection ("No, not that one, pick the other one"), you teach them that choosing doesn't matter. Trust the process.
Use real consequences. The child picks "bubbles" over "blocks," so you play bubbles. The child picks "crackers" over "apple," so they get crackers. Real consequences make the choice meaningful.
Teaching Choice-Making Step by Step
Phase 1: Preferred vs. non-preferred
Start with one item you know the child loves and one they don't care about (or mildly dislike). The "right answer" is obvious, and the child succeeds easily. This teaches the basic mechanic: tap a button, get the thing.
Example: Their favorite snack vs. a napkin. They'll pick the snack. Celebrate it. "You chose crackers. Nice choosing."
Phase 2: Two preferred items
Once the child reliably selects the preferred item over the non-preferred one, switch to two items they both like. Now the choice is genuine. Either answer is "correct."
Example: Crackers vs. grapes. Both are snacks they enjoy. There's no wrong answer, but they have to look, think, and decide.
Phase 3: Increase to 3 or 4 options
Add a third option. Then a fourth. Watch for signs that the child is overwhelmed (random tapping, no response, frustration). If you see those signs, go back to 2 choices for a while.
Phase 4: Include less preferred items
Offer one preferred item alongside two or three less preferred ones. This tests whether the child is scanning all options or just tapping randomly. If they consistently find and select the preferred item, they're making real choices.
Phase 5: Use across contexts
Once choice-making is established in one routine, bring it into others. The goal is for the child to understand that the Choice Maker works everywhere, not just at snack time.
Choice Maker vs. Communication Boards
You might wonder why you need a separate tool when the communication board already has all the words. The difference is focus.
| Feature | Communication board | Choice Maker |
|---|---|---|
| Purpose | Open-ended communication | Structured decision-making |
| Visible symbols | Dozens to hundreds | 2 to 4 |
| Cognitive load | Higher (scan, find, select) | Lower (evaluate, select) |
| Best for | Spontaneous expression | Specific decisions |
| Speaks selection aloud | Via message bar | Immediately on tap |
The communication board is the primary AAC system. The Choice Maker is a support tool that builds the skills needed to use the board more effectively. Think of it like training wheels: it simplifies the task so the child can practice the skill (choosing) without the full complexity of the board.
Over time, many children who start with the Choice Maker graduate to making those same decisions directly on their communication boards, finding and selecting "crackers" without needing the stripped-down interface. That's the goal.
Common Questions
Is the Choice Maker free?
Yes. It's included in SabiKo's free tier alongside the visual schedule, visual timer, and About Me tool.
Can I use custom images for the choices?
The Choice Maker pulls from your existing vocabulary, which includes SabiKo's 8,400+ built-in symbols and any custom words you've added with your own images. If you've added a photo of your child's specific teddy bear as a custom word, that photo will show up as a choice option.
Does it work offline?
Yes. Like everything in SabiKo, the Choice Maker works fully offline. The symbols, the interface, and the text-to-speech that speaks the selection all work without internet.
Can I use it in a classroom with multiple students?
Yes. If you have multiple profiles set up on a shared device, each student's Choice Maker pulls from their own vocabulary. Teachers can switch between profiles quickly without mixing up vocabulary sets.
What age is the Choice Maker appropriate for?
There's no minimum age. If a child can tap a screen and understand that tapping causes something to happen, they can start using the Choice Maker. For very young children or toddlers beginning AAC, start with 2 choices and highly preferred items.
There's also no maximum age. Adults with communication needs benefit from structured choices just as much as children, especially in medical settings, group homes, or any context where preferences need to be expressed quickly.
How the Choice Maker Fits with Other SabiKo Features
The Choice Maker works alongside the rest of SabiKo's tools:
- Communication boards provide the full AAC experience for open-ended expression. The Choice Maker provides a focused alternative for specific decisions.
- Visual schedule shows what's happening throughout the day. The Choice Maker lets the child decide certain parts of that schedule.
- Visual timer manages transitions between activities. The Choice Maker lets the child choose what comes next before the timer starts.
- About Me records the child's preferences. Choices made in the Choice Maker over time can inform what gets added to the About Me profile (likes, dislikes, preferred activities).
- Word forms and grammar correction apply when the child uses the main communication boards. The Choice Maker focuses on single-word selections, so these features aren't needed there.
Getting Started
- Open SabiKo and navigate to the tools menu
- Tap Choice Maker
- Add 2 options from your vocabulary (start with a preferred and non-preferred item)
- Present the screen to the child and let them tap
- Honor the choice immediately
Try it during snack time today. Two foods, one screen, one tap. That's all it takes to start building decision-making skills.
Download SabiKo free and start offering structured choices today.