Starting with Forced Choice Inventory

I cannot believe I am one week away from having students in my classroom. When I woke up this morning, I realized the sky was darker and the air cooler. Fall is coming! This year, I am changing how I set up my classroom. I am getting to know my students on a different level. Instead of waiting for behaviors to arise before I collect data and learn about their preferences, I am going to get ahead of the game. By finding out what motivates my students and what they respond to, I can use their preferences to include rewards that they like right away. After much debate on the best way to do this, I decided to plan on using the Forced Choice Inventory with all my students during the first week of school. It will be more of a whole-group “Would you rather…?” has instructions and a PDF of the Forced Choice Inventory here: This is the one that I used.

Another place you can find the Force Choice Inventory is through In fact, they have so many resources! If you open their BIP Desk Reference, “Choosing What I Like” can be found in Section 12, page 51.

In my classroom, I am establishing a token economy system. I will use the Forced Choice Inventory to find out what is most motivating for students. Later, for students who need specific Tier 2 or 3 interventions, I can use their results along with a preference and reinforcement assessment.

As a disclaimer, I did copy the Forced Choice Inventory options from the PDF on Therefore, the choices are not my original idea. I did change the format and added visuals. All the visuals on my version of the form were obtained from

Here is my final product:

My plan is to project this on the SmartBoard on the second day of school and read it, while each student marks their own answer behind a privacy folder. I do not want their answers to be influenced by me or by their peers. I will make sure they know ahead of time the purpose so that they answer the questions honestly instead of just circling. Depending on the stamina of my third-graders, I may break it up in to two parts so that they don’t lose steam. As soon as I get the results, I will develop a motivation/reinforcement system to use in the classroom.


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