For this activity you will want a kitchen utensil you won't mind having . We recommend a mixing spoon, a spatula, or a whisk. This item has now become the "speaker's x..." replacing "x" with whatever implement you choose, we will say spoon for the remainder of these directions. If your student cannot hold an implement, but has access to a voice output device, it can be fun to make one of the options "SPOON" as a silly phrase for the activity. If they can't hold a spoon and don't have voice output, let the spoon lay near them and when they select the option that represents spoon say it loudly and cheerfully.

This therapy is a little game that you can play in a few minutes, which could also be used outside of this time if you find it really works for your student, family, and situation.

In a small group (the people at home) have one person start by holding the talking spoon. They then explain the rules. Whoever holds the spoon has their turn to speak. They need to ask a question of someone "how are you? what's your favorite color?" something like that, or otherwise start a topic "I like lunch. The second person responds or comments and returns the spoon. The original person then hands the spoon to someone else so they have a turn being the conversation leader. They do this by saying the persons name, or by touching them gently on the arm or shoulder with the spoon, and then handing them the spoon.

If your student struggles to stay far enough away, remind them they need to stay their arm length plus a spoon away during the game. It is also good to remind them that that is a good distance for most times for most people. It's ok to tell them that in families people are often closer than that, but this is a good general rule outside of their family.

Using the materials provided or your student's communication system, practice having a conversation with them. During the conversation, they should give you personal space by keeping their hands, arms, legs, feet, head, and body to themselves. Go over the steps of a conversation using the visuals provided. Wait expectantly and silently for at least 10 seconds for each step. If your student doesn't respond or needs help to participate, you could help them by pointing to the conversation step or by modeling something they could say.

If your student is working on "oops": if they make a mistake during the activity, you could model "oops" and help them communicate "oops." Some recommended steps include:

1. Have your student get your attention (tapping your arm, moving their hand, or other) to let you know they want to talk.

2. Say "hi"

3. Ask you a question ("how are you?" or other)

4. Listen to your answer and respond to your question if you ask one.

5. Continue conversational turns until you are done talking.

6. Say "bye"