Try three activities, explore the five-step guide and keep the printable reminder cards. No account or payment card is needed, and nothing converts to a paid purchase.
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ONE CAREGIVER STRATEGY
Show your child a word, then pause
Choose a word for something your child notices. When a tower falls, try “Down!” Leave room for their turn. If you build together and it falls again, “Down it goes!” is another chance to hear the word. They can listen, join in or move on.
You can join your child's interest or introduce a car, book or another familiar item. Keep communication tools available and notice whether your invitation is welcome. A break or help never needs to be earned.
A quieter option: Share one comment and stay nearby, or finish there. You do not need to complete an activity.
Choose a moment that fits
Try one early in the week, revisit it, and try another when useful. These are options for the caregiver, not a daily checklist for your child.
MOMENT 1 · DURING PLAY
Join their toy-car moment
3 minutes, a shorter moment, or stop when needed.
Have nearby: Two large, age-safe toy cars and a comfortable space.
1
Notice their interest
Watch where your child moves their car. Use your own car beside them without taking theirs.
You could say: “Your car goes over the bridge.”
2
Show how to use a word
Roll your car as you say ‘go.’ Then pause and see what your child does next.
You could say: “Go! My car is going, too.”
3
Follow their message
Follow their point, movement, sound, sign, AAC or words. If the cars start again, you can bring back go. If they park the cars, join in parking.
You could say: “There go the cars!”
What to notice
Notice what your child contributed and whether your joining was welcome. The child does not need to copy go for play to continue.
If something different is needed
If there is no response, play quietly beside them or finish. Keep toys and the child's communication tools available.
MOMENT 2 · WITH A BOOK
Share a picture worth noticing
3 minutes, a shorter moment, or stop when needed.
Have nearby: A familiar picture book and your child's usual communication supports.
1
Let them choose the page
Follow a picture your child notices. Staying on one page or skipping the printed story is fine.
You could say: “I see a rabbit.”
2
Make a short comment
Describe what is happening in the picture, then leave space. This is a conversation, so there is no need to ask a naming question.
You could say: “The rabbit is jumping.”
3
Build on their idea
Use rabbit again if your child finds it on another page. If they point to something else, talk about that instead. A gesture, sound, sign or AAC message can lead your next turn.
You could say: “The rabbit jumps over the grass.”
What to notice
Notice what they chose to share. Listening or pointing can be part of the moment; the full phrase ‘I see…’ is optional.
If something different is needed
If the book is not welcome, offer another activity or stop. You do not need to finish a page or get a spoken answer.
MOMENT 3 · WHEN THEY NEED A BREAK
When your child needs a break
2 minutes, a shorter moment, or stop when needed.
Have nearby: A comfortable place and an optional familiar activity, such as drawing.
1
Notice comfort first
Look for existing signals that the child wants space or a change. Check your interpretation gently; you do not need to name a feeling for them.
You could say: “A pause? We can stop.”
2
Show a way to ask for a break
Pause the activity. You can say ‘break’ or show it on a familiar picture board as you stop.
You could say: “Let’s take a break.”
3
Respect the answer
Stop the optional activity when that is their message. Offer space, comfort or another option without requiring words first.
You could say: “Okay, we're stopping. I'm here.”
What to notice
Notice the child's signal and what you changed in response. Quiet participation and a clear refusal both deserve respect.
If something different is needed
Attend to immediate comfort or care. This is not a task to run during distress, and a break never needs to be earned.
What would you try again?
At the end of a moment, ask yourself: Was my invitation welcome? Did I leave room? What did I change in response? Repeat an idea, make it quieter or choose something else. You do not need to score your child or save an answer.
A SIMPLE REMINDER FOR YOUR NEXT MOMENT
Notice. Model. Pause. Respond. Build
Learn each step, see how to expand sounds, words and sentences, and keep the printable card nearby.
Prefer screen text? Read the full instructions and expansion examples. Both card sizes have heading and paragraph tags, a tagged guidance link and a checked logical reading order. Screen-reader testing is still pending; the same guidance is available above as web text.
A reminder for helpful prompting
Learn when a prompt might help and how to try a smaller prompt. For hands-on teaching techniques, follow an individualized plan from your child’s clinician. Everyday help with materials is different.
The planning worksheet is included with program access after the prompting lessons. The five-step reminder card above is free.
Explore the full program
This free starter week is a sample you can revisit whenever you want. The full library, My Week, saved family records and sharing belong to the paid program. See plans & pricing for current enrollment availability.
