1) Your Communication Board should always be on-hand
It is essential that you remember to use the communication board all the time, as children require multiple, varied experiences to learn new vocabulary.
2) Pick an exciting, or engaging topic
Choose a topic that makes your child smile and laugh. It could be as simple as a favorite toy, or watching a loved YouTube video. Children also respond well to sensory input, so tickles and squeezes can be an effective starting point as well. It is important to remember that without the association of excitement, engagement, or fun, it will be difficult to get the child to buy into using the communication board.
3) Focus on one word at a time
With the communication board easily accessible and visible, choose one easy word to begin with. A good example is ‘go’, because it has so many applications and it’s easy to say. They can make their toy car ‘go’, they can turn on the TV when you say ‘go’, they can say ‘go’ to ask for permission to play outside.
4) Leave space for the child to learn
You then begin to model the word for the child, by touching the word on the communication board and saying it at the same time. For example, you can say ‘go’ and then open the door to the garden with their toys outside in plain view. Once the child learns to walk outside and go to the toys, you can say ‘go’ and wait. The child will expect you to open the door, but when you don’t they have the opportunity to repeat the word, asking to ‘go’ outside before you open the door. They will then learn this association.
5) Praise every communication attempt
Communication attempts can be as simple as making a sound, making eye contact, or touching anywhere on the board. They don’t have to touch the right word to receive praise, all attempts should be praised and encouraged.
6) Inspire, don’t require
You don’t want to force a child to communicate with you. Instead, be strategic about choosing highly motivating activities that tempt them to communicate with you. Some children respond immediately, while others may need time and lots of repetition. The aim is to communicate with the specific child at their pace.