Wait Time

All students benefit from having time to think. Whether we're asking a question, introducing a new idea, or inviting them to share, students often need a moment to process their thoughts before responding. Wait time is intentionally pausing after asking a question or providing a prompt before expecting the student to respond. When a student communicates using a communication system, they're often navigating multiple steps all at once, processing the language they hear and deciding what they want to communicate while planning the motor movements needed to express it. Because this process takes time, rushing to fill silence or repeating the question too quickly can interrupt their thinking and limit opportunities for authentic responses. That's why I've learned to offer intentional, consistent wait time, although the amount needed varies for each student. Let me show you what this looks like with one of my students, Julian. In this activity, he's retelling a story using objects and practicing the core word in. And then the old lady swallowed the dog to catch the cat. Julian, what should we do with the dog? In. Right. We need to put the dog in the old lady's mouth. Here, you put the dog in. I've had to train myself to be still and quiet, giving Julian up to thirty seconds to respond. If he still hasn't responded after that full wait time, then I provide the next level of support with an appropriate cue or prompt. Wait time is a powerful strategy for all students, but for those who use communication systems or need additional processing time, it plays a critical role in supporting meaningful and confident participation. By slowing down and offering students the time they need, we're not just supporting communication we're supporting confidence, independence, and genuine engagement.