Explaining How I Communicate
Six scenarios for telling others about your own communication style, such as needing processing time or preferring to text.
You often need a few seconds before you answer. A new teacher keeps asking again. What could you say?
Session summary (SOAP)
Stays on this screen. Nothing is saved or sent.
Mark a card Correct, Correct with cue or Incorrect and the summary writes itself here.
How to run it
Read each scenario and ask whether it sounds like the student. Spend the most time on the ones that fit. After choosing, help the student write their own version in their own words; scripts work best when they sound like the person using them. Role-play with you as the teacher, friend or coworker, and include a follow-up question.
Cueing ladder
Start at the top. Add support one step at a time.
- IndependentSet up the situation and wait for the student to respond on their own.Log as correct
- Nonverbal cueUse a look, a gesture or a point to the visual cue card.Log as cued
- Indirect promptAsk 'What could you say now?' or 'How do you think they feel?'Log as cued
- ModelShow what to say or do, then run the moment again so the student can try it.Log as cued
Adjust it
Give a script or two choices of what to say, and practise with you before a peer.
Role-play with a new partner, or add a twist the student has not planned for.
Matching IEP goal
Given school and community scenarios, Student will state a need or a plan clearly to the right person in 4 of 5 opportunities across 3 consecutive sessions, given no more than an indirect prompt.
Send it home through the parent portal →About this activity
Six scenarios for describing how you communicate: needing processing time, preferring to text, thinking better while moving, typing on a speech app, talking very directly, and wanting people to say plainly when they need to go. The strongest response in each explains the student's style and what helps, without apologising for it. These are differences, not deficits, and the board practises the short explanations that let other people meet the student halfway.
What to listen for
Notice whether the student picks the apologising or hiding options, such as sorry, I'll stop or saying I don't know. Those can be signs of masking, which is tiring. Listen for whether their own explanation names what helps, such as give me a second or just ask me, and not only what is different.
Carrying it home
Ask your teen what they wish people knew about how they communicate. Help them put it into one or two sentences they could say to a new teacher or coach. Use their preferences at home, such as waiting for an answer or texting instead of calling, so they experience being met halfway.
What's in this activity
- You often need a few seconds before you answer. A new teacher keeps asking again. What could you say?
- I need a little time to think before I answer. I'll get there.
- Stop rushing me!
- Say I don't know so the questions stop.
- You prefer texting to phone calls. A new friend keeps calling. What could you say?
- Never answer and never explain.
- Texting works better for me. Can we text instead?
- Answer every call even though it is hard for you.
- You think better when you move. Your group partner asks why you're pacing. What could you say?
- Sorry. I'll stop.
- Ignore the question.
- I think better when I move. I'm still listening.
- You sometimes type on a speech app when talking is hard. A classmate is waiting. What could you say or type?
- Sometimes I type to talk. Give me a second to finish.
- Put the app away and stay quiet.
- Leave the conversation.
- You talk very directly and people sometimes think you are upset when you are not. What could you tell a new coworker?
- Change how you talk to match everyone.
- I talk pretty directly. If something I say sounds harsh just ask me.
- Avoid talking to them.
- You find it hard to tell when someone wants to end a conversation. What could you tell a friend?
- Keep talking until they walk away.
- Stop starting conversations.
- If you need to go just tell me. I won't mind.
Questions
- Who is this for?
- Students in grades 8 through 12 working on self-advocacy and self-awareness, including autistic, ADHD, AAC-using and other neurodivergent students.
- Does this ask students to change how they communicate?
- No. Every strongest answer keeps the student's style and explains it. The goal is self-understanding and being understood, not fitting in.
- Is it free?
- Yes. It plays free in the browser with no login. An account adds session data, goal scoring and assignment to a student.
Use this board with your caseload
With a free account, every correct, cued and incorrect mark is saved to the student and scored against their IEP goal, with the data written up for you. Assign it as home practice through the parent portal.
Track progress freeFree for SLPs. No card, no trial clock.