Spelling utilizing a letterboard or keyboard is a form of alternative and augmentative communication (AAC). Practitioners who are trained to teach this method will coach students with apraxia to learn the intentional motor skills needed to accurately select letters. Once accuracy and a sustainable rhythm are achieved, the student learns to spell out words, answers to questions, followed by more open answers and thoughts.

Through the careful use of a prompts and prompt fading techniques, students progress through increasingly more difficult motor skills, working towards the goal of typing independently on a keyboard and accessing voice output technology. In the Spellers Method, we pay particular attention to and make adaptations for an individual’s unique motor profile including their ocular motor strengths/challenges and their intentional gross motor skills.

Apraxia/Dyspraxia is a motor planning disorder often associated with autism. It is so prevalent, in fact, a 2015 study shows nearly 2/3rds of persons with autism also have apraxia. This disorder is characterized by difficulty initiating and completing motor tasks especially on demand. Speech is one such motoric function, explaining why autistics are often nonspeaking (40%) or unable to produce reliable speech. Spelling on a letterboard helps students with apraxia learn the purposeful motor skills needed to spell reliably and, through practice and coaching, coordinate their brains with their bodies so they can communicate their deepest thoughts and ideas.

Speech is a motor skill. By moving the lips, tongue, and jaw along with the use of breath passing through vocal cords a non-apraxic person can make sounds with their voice and speak words. Expressive language, on the other hand, is a purely cognitive ability.

Let’s explain: while listening to someone speak your brain interprets the noises it’s hearing as speech sounds (this is called receptive language) and then another part of your brain starts having thoughts about what it is you’re hearing (THIS is called expressive language). Both of those things happen in your brain and do not require speech to occur. But if you’d like to share those thoughts you need to use some form of motor planning to do so. You might write those thoughts down, type them out, use sign language, gesture, make a facial expression, or speak them. If you are unable to speak it’s not that you don’t have expressive language. You have plenty of thoughts, you just don’t have a reliable motoric way to share them with others.

In summary: speech is motor, language is cognitive. Just because you don’t have the ability to speak does NOT necessarily mean you have an expressive language delay.

When it comes to letterboard communication, support is crucial for success. The Spellers Method follows a structured hierarchy to lead you every step of the way. This structure, paired with the guidance of one of our experienced practitioners, will help you achieve your communication goals.

We promise to never give up on you in your pursuit of spelling or typing as communication.

There is a lot of confusion around the term “evidence based practices” and how it’s been applied to spelling as a means of communication is no exception.

When an agency or institution says that spelling methods are “debunked” or not “evidence based” what they’re actually referring to is that they’re not “empirically validated” with double-blind research studies. But therein lies the rub: nothing in education can be empirically validated because every student is unique. Meanwhile, spelling and typing to communicate are evidenced based because that designation requires only three features: 1) research (see here for a list of over 300 references), 2) the clinician’s expertise & professional judgment, and 3) the client’s preference.

Although we cannot in this brief FAQ section address all the likely pitfalls in methods used to allegedly “debunk” spellers, we know that those individuals testing nonspeakers are often 1) presuming incompetence, 2) measuring motor skills by the very design of their “test” when they think they’re measuring cognitive or language abilities, and 3) there is propensity towards failure when a marginalized portion of the population is set up to disprove a stereotype about themselves (see Whistling Vivaldi). For more information on this particular topic we recommend you visit our allies at either www.communicationchoice.org and www.communication4all.org.

We promise to let current research inform our method without losing sight of the unique needs of each nonspeaker who seeks our help.

Distance should not be a barrier to accessing communication. We have many other programs and services to offer including: an 8 week remote communication partner training course, weekly video feedback sessions, live zoom sessions, and many online resources for you to use at any moment in their spelling journey regardless of where you live.

We promise to create affordable online courses and live zoom sessions to support those who live far from a trained practitioner.

As practitioners we will not only teach you the motor skills to communicate, but we’ll also be there to help you cultivate a growth mindset. Think of us as your coach! We know that you can do this, and soon you will have the mindset that you can do this, too. We believe in you!

We promise to believe in you right up through the moment you exceed your own wildest expectation of yourself.

No matter the motor profile, we work to create a spelling program that is individually suited to support your motor. We take pride in assisting even the most unique motor needs and will never turn away a speller based on the challenges that a body might present. We are here to assist you in integrating that same mindset into your own beliefs because we are confident that you can succeed.

We promise to presume competence in you and will help you see for yourself that you can learn to do this!

One thing we will never do is doubt you. We know that you are intelligent and have been underestimated in many areas of your life. We wholeheartedly believe that you can do this and we are here to help you achieve your most ambitious goals on and off the boards.

We promise everyone was wrong about your limited intelligence and your inability to accomplish great things.

An understandable first question! Over the years everyone has heard of some therapy or intervention that “miraculously” helped somebody else’s child but how do you know if it will help yours? In the case of Spellers Method your child will benefit if (s)he is a:

• Nonspeaker

• Minimal Speaker

• Unreliable Speaker (someone who scripts,
is echolalic, can speak but cannot answer
questions reliably or cannot have a conversation)

Essentially, if speech is not an effective method of communication for your child then using some form of spelling or typing, guided by a trained practitioner, will likely help.

Generally speaking a student as young as 4 or 5 years old is often ready to begin this process. Contact us to discuss your child’s unique profile to help decide if it’s the right time! Also, it is never too LATE to start spelling.

Yes. Spellers Method also helps minimal speakers and unreliable* speakers communicate better.

*An unreliable speaker is someone who is unable to carry on a conversation and/or their words often don’t reflect what they really meant to say. There are numerous examples of what this can look like but here are just a few: They might say “no” to everything even when you’re certain they mean “yes;” they might give the same answer to a question every time even when it’s not the correct answer in that situation. For example: they’re visibly upset and you ask them “how are you feeling?” and they answer - per usual - “happy”; or they script the same verbal loops over & over & over even after you’ve closed the loop or answered their request a dozen times.

Yes! But don't worry, we presume that your nonspeaker already knows how to spell even though they can’t show it yet.

Currently all tests used to mark cognitive ability are based on motor tasks, causing it to be difficult for nonspeakers with apraxia to show the full extent of their intellect. Your child has been listening and learning their entire lives, even if their body is telling you otherwise! To reassure you further, every nonspeaker who’s become fluent has shared (when asked) that they could read and spell at a very young age even though they couldn’t demonstrate it by pointing to the correct letters.

We promise that your nonspeaking child understands more than their motor skills have been able to show. They do not need to prove they can spell before starting this method.

As unlikely as it might seem to you right now, you are uniquely qualified as your child’s parent to help them learn to communicate through spelling. You’ve spent years trying to help them transcend challenges, advocating for their inclusion, and promoting their strengths to the teams of people who work with them. You have an established relationship of trust, you understand their nonverbal communication, and you are their champion. No one deserves to hear their voice first hand more than you. Though it sometimes takes a little time to build up a new routine and new expectations with your speller, we know it can be done.

We promise to guide you through the process of co-regulation and help you embrace the journey joyfully not through gritted teeth.

We promise that students with impulsive behaviors, even injurious or self-injurious loops, can be taught to communicate through Spellers Method. Our experienced practitioners will help guide you on how to start the process with your child so you both feel safe and available for learning together.

This is very individualized and depends on a few factors. The acquisition phase is what we call the period of time when a speller and his/her communication partner (CP) are building skills on the letterboard together. The speller is building the motor skills needed to coordinate the brain & body into working together for accurate spelling while the CP is becoming adept at prompting as well as following the speller’s flow.

How much time a speller and CP practice together has the biggest impact on how short or long the acquisition phase is for that student. (FYI, frequent practice is recommended for any apraxia intervention, spelling as communication included.) Other factors that also influence this phase include additional motor or health challenges besides apraxia which affect motor planning, visual-motor skills and overall coordination. Nonetheless, regardless of the individual motor differences any student brings to the table, the brain is malleable and a nonspeaker can learn to do this with practice in time.

Not only “can” you, but YES please do!!! Sessions always include teaching both the student and the parent. Parents are strongly encouraged to continue practicing with their children at home so they can become fluent communication partners (CPs). We strive to always do some in-person parent coaching during the student’s lesson, but Zoom sessions are also available to give feedback on submitted video clips from home. See our Resources for more information.