ABSTRACT
The competences a child uses to communicate with augmentative and assistive communication are built upon the same principles observed in typically developing children. Start with the pragmatic context such as the social setting, the expectations for social behavior, and a child’s social interaction skills. Colorful and inviting cards are made for Jada to let people know who she is and offer quick social greetings. People engaging with her can read her tip cards or communication wallet to hear about her interests and read questions that ask them to talk about themselves. Jada, her family, and intervention team embrace multimodal communication that allows her to expand her language, participate in social interactions with new communication partners around valued activities that match her own preferences, interests, and learning style.
