While some nonspeakers are multimodal communicators, using AAC devices, letterboards, and other systems like PECS, most share that they were never able to reach a level of robust communication on their device. 

Devices require someone other than the user to load choices and options, limiting access to all options. As the device ‘pages’ or icons increase in number, it adds the need for many, sometimes hundreds of motor plans to find the option that may be closest to their desired word or phrase. 

With S2C, 26 motor plans gives access to any and all thoughts, ideas, and desires of the nonspeaker. 

It’s never too early to start motor coaching and practicing purposeful movement to increase synchrony between the brain and body! 

Five years old is a general guideline for starting spelling, but at that age, many bodies need just as much motor coaching ‘off the boards’ to increase the body’s ability to organize enough to practice spelling.  Sessions look a little different for ‘littles’ (young spellers aged 5-10), but how amazing to get the chance to start young! 

Presuming competence simply means that we presume that nonspeakers are capable of learning, and have a desire to learn.  It does not mean they are all geniuses, though many are far more advanced, intellectually, than their chronological age. 

Presuming competence means that you understand that what you see on the outside does not reliably match what they are thinking on the inside.  It also means that you respect the fact that listening doesn’t have a look.  The spellers may be walking, jumping, fidgeting, stimming, making noises, listening to music in their headphones, all while listening to the lesson being read out loud by the practitioner! 

Many nonspeakers have shared that they could read and knew how to spell many words by age 4! They share that they read menus, cereal boxes, labels, billboards, signs, etc.  Remember, language is a cognitive function, and nonspeakers are not cognitively delayed, most do not have intellectual disabilities.

One way to support language acquisition for a young nonspeaker is activating captions on the TV/videos. 

My best advice is to trust the process, and presume competence!  Remember, their brains are wired differently than ours, the way they learn and acquire knowledge might not be the same way we do.

CRP stands for Communication and Regulation Partner.  This is the person who holds the letterboards for the Speller, the person who documents their words as they spell, and (most importantly) the person who helps the speller maintain a state of regulation.  

Maintaining a regulated body and emotional state is a very important part of spelling as communication.  When a speller is experiencing dysregulation, the practitioner can help with regulation techniques, and pivots the activity within the session to help the speller return to a regulated state. 

The practitioner will also work with parent/family/support person CRP’s to learn the skills needed to work with their speller at home. This usually happens after the initial assessment and early acquisition of skills, around 4-6 sessions.  

Everyone’s journey is different, and full of ups and downs.  My advice for getting there sooner? Practice, practice, practice! Practice makes permanent!  Like all motor movements, repetition is needed to establish and reinforce the neuromuscular pathways for accurate pokes on the letterboards.

A couple of other important aspects is co-regulation of the CRP and truly presuming competence.  If you would like support between in-person sessions, I am happy to schedule short zoom sessions, just 15-30 minutes to work out some kinks, or to help you get into regular practice sessions at home.