Children have their own individual preferences, likes and dislikes. Compliance problems do not seem to occur as often in settings where child-initiated activities, movement experiences, and developmentally appropriate activities are valued as the basis for learning. It is very easy for adults to dictate to a child with communication difficulties what they should do. Noonan and McCormick (1993) point out that children have sometimes been classified with behavior problems when the problem lies with the adult. Specifically the problems can be based on the adult's inappropriate expectations, the adult's inconsistencies or the adult's insensitivity to the child's needs and interests. Allowing the child to have opportunities throughout the day for choices, not only increases the child's motivation, it increases compliance and learning. Offering choices can be a very effective way of redirecting a child who appears intent on prolonging an inappropriate response. For example, a child who is at an activity center, but is having difficulty getting started and is busy protesting or agitating others may respond appropriately when a teacher helps the child focus his/her attention to the task. This may be done by asking "Do you want the red marker or the blue marker? " and holding the choices out to the child. It also demonstrates that the child's intent to communicate is valued. The child may need to be shown how to appropriately communicate choices by using eye gaze, communication boards and other augmentative devices, gestures and verbalization. Peers in the classroom also are a great resource for modeling appropriate ways to communicate choices, behaviors and social interactions.