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Enhancing Choice and Participation for Adults with Severe Disabilities in Community-Based Instruction

Three adults with severe disabilities received instructional support to make purchases in fast food restaurants. During baseline and intervention, participants received discrete, systematic prompting and feedback to perform the steps of the purchasing task analysis. During intervention, participants were prompted to make five distinct choices during the community routine. This prompting resulted not only in increased choicemaking, but also in collateral increases in the performance of the purchasing task analysis.