This strategy can be used for: Team Decision Making
This strategy has been shared by the ASPIRE Partnership.
First, an idea or decision is reviewed and talked about as a team. Each member of the team then holds up 1 to 5 fingers to show how they feel about the idea or decision. The number of fingers shown has a different meaning.
- 1 finger -- I love it!
- 2 fingers -- I'm ok with it.
- 3 fingers -- I can't say yet--I would like more information or discussion.
- 4 fingers -- I don't like it, but I won’t block it.
- 5 fingers -- I hate this so much that I am blocking it.
The idea or discussion is discussed as a team until everyone shows 1, 2, or 4 fingers.
Modification for Remote Collaboration
- During web video conference meetings, people can show their decision by:
- Holding their hand up to the camera.
- Typing the number that matches how they feel into the chat box.
- Using web video conference meetings, people can privately give their response using the "poll" feature. The numbers and meaning of each number of fingers can be entered as the poll choices.
Access Accommodations and support
- Print the meaning of each finger/number on a notecard or piece of paper that each team member can look at during the meeting.
- Print numbers 1-5 and the meaning of each response on 5 separate notecards. Team members can show their decision to the group by holding up the notecard instead of their fingers.
- Team members can speak or write the number instead of holding up their fingers.
Resources
- This document explains the ASPIRE Decision Making Five Finger Process
- Zoom: In meeting polling
- Video describing how to use polls in zoom
References
Examples of studies using this strategy
Bigby, C., & Frawley, P. (2010). Reflections on doing inclusive research in the "Making life good in the community" study. Journal of Intellectual and Developmental Disability, 35(2), 53–61. https://doi.org/10.3109/13668251003716425
McDonald, K. E., & Stack, E. (2016). You say you want a revolution: An empirical study of community-based participatory research with people with developmental disabilities. Disability and Health Journal, 9(2), 201–207. https://doi.org/10.1016/j.dhjo.2015.12.006
Paiewonsky, M. (2011). Hitting the reset button on education: Student reports on going to college. Career Development for Exceptional Individuals, 34(1), 31–44. https://doi.org/10.1177/0885728811399277
Pohl, A. L., Crockford, S. K., Blakemore, M., Allison, C., & Baron-Cohen, S. (2020). A comparative study of autistic and non-autistic women’s experience of motherhood. Molecular Autism, 11(1), 3. https://doi.org/10.1186/s13229-019-0304-2
Powers, L. E., Garner, T., Valnes, B., Squire, P., Turner, A., Couture, T., & Dertinger, R. (2007). Building a Successful Adult Life: Findings From Youth-Directed Research. Exceptionality, 15(1), 45–56. https://doi.org/10.1080/09362830709336925
Strang, J. F., Knauss, M., van der Miesen, A., McGuire, J. K., Kenworthy, L., Caplan, R., Freeman, A., Sadikova, E., Zaks, Z., Pervez, N., Balleur, A., Rowlands, D. W., Sibarium, E., Willing, L., McCool, M. A., Ehrbar, R. D., Wyss, S. E., Wimms, H., Tobing, J., … Anthony, L. G. (2020). A clinical program for transgender and gender-diverse neurodiverse/autistic adolescents developed through community-based participatory design. Journal of Clinical Child and Adolescent Psychology : The Official Journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53, 1–16. https://doi.org/10.1080/15374416.2020.1731817
Examples of studies using this accommodation
None specified