November Checklist (May 2025)

Some examples of verbal responses are:

• verbal statement, including word approximations;
• communicating “yes” or “no” when presented with answer choices one at a time and

asked, “Is this the …?”;

• forming responses with the assistance of a communication device with preprogrammed answer choices or programmed student vocabulary;
• using an output device to indicate the answer when each answer choice is presented

individually;

• vocalizing positively or negatively to indicate the answer when each answer choice is presented individually;
• making a negative vocalization to indicate an unmatched object;
• describing the location of the answer; or responding with a letter, number, or color name if the answer choices are so labeled.

Some examples of physical responses are:

• pointing to, reaching for, or touching an answer;
• highlighting, coloring, circling, or otherwise marking a response;
• nodding, smiling, or gesturing to indicate “yes” or “no” when presented answer

choices one at a time and asked, “Is this the…?”;

• manipulating words, sentences, or sections of a recreated answer choice;
• using calculators, manipulatives, or math tools (fraction pieces, geometric shapes, number lines, counting charts, money, base-ten blocks, counters) to arrive at and display an answer;
• writing or typing responses with or without the use of adaptive writing equipment;
• signing a response;
• formulating a response using a choice board;
• isolating answer choices in a section organizer, such as a calendar box or tub;
• nodding or gesturing toward the answer; or
• placing a flag on the answer.

Some examples of visual responses are:

• gazing,
• blinking,
• winking, or
• fixating on an answer choice.

Vocabulary instruction is connected to subjects and grade levels. Students need to learn words that allow them to comment, describe, exclaim, question, and engage in conversations. Having the words to communicate enriches students’ participation in all daily activities. Teach your students using both core and fringe words. 

In a conversation, students need time to process what is being said and to formulate a response. For students who use communication systems, the thought processing and motor planning required to formulate an idea and produce the correct action using the system can be time consuming and exhausting. 

Giving students wait time before moving on in the communication exchange respectfully gives them the time they need to think about what was said, plan, and execute their response. In the video below, observe how long it takes the child to provide a response.

During communication exchanges, and while waiting for a student's response, appear engaged in the conversation. An interested communication partner physically positions themselves facing toward the student, at the student’s level, and leans forward to give nonverbal cues that show they are interested in the conversation. Additionally, it is important to talk directly to the student, clearly engaging with them, rather than deferring questions and conversation to a nearby adult who may be providing support to the student.

Modeling is one of the primary strategies for teaching students how to communicate. When working to build a student’s communication skills, modeling can be done by both peers and adults in their conversations and instruction. The model demonstrates using vocabulary in the same response modes and communication systems the student uses. In the video below, watch the educator model how to say the word “go” on the communication device.