Core Communication

Many communication goals benefit from a therapy technique called Aided Language (also known as modeling). This video provides a simple explanation of how to model language.

Let your student choose an activity they enjoy. Using their communication system, model words your student could say. Make sure to give time for your student to respond. If you are not sure how to model communication, see the "Aided Language Explained" video linked above.

During lunch, model words your student could say with them. If they don't have the vocabulary in their system, you could point to food items or family members. This is a great time to practice more and all done as well as commenting words (like, don't like, etc). Your student could request by using the word "want" if they have it or by pointing. You can also use their system to talk for yourself (e.g. "It's time to go to the table and eat lunch!" - targeted word is bolded).

When your student is listening to music or watching a tv show, model language your student could say. Use their system to talk with them as described above.

Choose a word on your student's communication device. Try to model that word as often as possible throughout the day. When you model, encourage your student to communicate that word as well if applicable. If all day feels too overwhelming, pick an activity and model the chosen word throughout that activity. Example: want - Model want when your student is wanting a new toy, when they want to change positions, when the want music or an activity. Help them communicate the word want before giving them the item or engaging in the activity as appropriate.

Choose an object or activity that is highly motivating for your student. Place it out of reach or let them know it is available if they have visual impairment. Wait silently and expectantly for them to communicate or reach toward what they want. If they don't initiate, model something they could say.

While working on an art project (coloring, painting, cutting and gluing, etc), set up the environment so that all the supplies are not available. Wait expectantly for your student to initiate a request for help or that they want something. If they do not, you could model something they could communicate.

While cooking, talk about the steps of the recipe with your student. Periodically pause in the middle of a step and wait expectantly for your student to communicate something (to continue, to be done, etc). If they do not communicate, you could model something they could say.

Choose one of the activities in the symbolic communication section. Engineer the environment so there are frequent opportunities for your student to communicate. Wait expectantly during opportunities. If you need to prompt, try a visual or touch prompt (point to a symbol or lightly touch arm).

Choose an activity that your student enjoys. Pause the activity periodically and wait expectantly for them to request. If they do not request, model an appropriate word they could say. If you need to prompt, try a visual or touch prompt (point to a symbol or lightly touch arm).

Work with your student during snack time. Give them a little bit of food at a time. Wait for them to request more or a different food item. If the word isn't on their voice, they could point or look at what they want. If they do not request, model an appropriate word they could say. If you need to prompt, try a visual or touch prompt (point to a symbol or lightly touch arm).

Try to model and help your student make a request using their communication system at least 3 times throughout the day when they want something. Examples include: toys to play with, food, getting out of a wheelchair, wanting attention, etc. If you need help understanding how to model or prompt your student, please let your SLP know.

Play a turn taking game (passing a ball, playing a board game with assistance, choosing songs to listen to, etc). Encourage your student to request their turn when it is time (ex. "ball," "want," "me," "go," "more," etc).

Engage in an appropriate activity or action that you know your student does not prefer. Give them an opportunity to refuse the activity or action ("no," "all done," "don't like"). If they try to refuse in a less symbolic way (i.e. pushing away, turning) model for them how to refuse. After they refuse, end the activity or action. Make sure that you choose an activity they can refuse.

Pick a different activity and complete the above activity again.

When your student shows you with their body that they are refusing (turning away, pushing away, etc), redirect them if possible to refuse in a more symbolic way (touch a picture, shake their head, sign "no" or "finished," etc). Do this at least 3 times throughout the day.

Choose an activity under the Symbolic Communication section above. During the activity, encourage your student to put 2 or more words together.

Practice using carrier phrases with your student during an engaging activity. Encourage the student to complete the entire phrase. (i.e. "I want _____," "go ______," "all done _______.")

During an engaging activity, when your student communicates something to you (such as "like" or other), encourage your student to communicate using 2 symbols at a time. You could prompt them by pointing to another word they could communicate ("like....funny") or use a verbal prompt such as "tell me more." Model language using two symbols at a time with their communication system.

Try to engage your student with a toy or a preferred activity. Encourage them to make eye contact with you and look at the toy. You could place the toy or component of the activity close to your face so they look towards you as they look at the toy. (example - if your child enjoys water play in the sink, you could turn off the water and place your face near the faucet. Encourage your student to look at the faucet and you as if to request more water.)

Read a book with your student. Encourage your student to look at the book and your face. Encourage them to look at the page for a few seconds. You can draw their attention to the book by placing it within their visual field or tapping the page. You could place the book near your face to encourage eye contact.

Play a turn taking game (like bouncing a ball or other). When it is your turn, pause and encourage your student to look at you before continuing the game.