A request does not have to arrive as a complete spoken sentence to matter. Speech, signs, gestures, pictures, AAC, or an established movement may all be part of the learner’s communication.

Start with familiar messages

Ask the learner and caregiver which requests they already recognize. Include asking for help, continuing an activity, attention, stopping, and a break. Consider the context rather than identifying the message solely from its form.

Check uncertain interpretations

If a movement could mean several things, describe what you observed and clarify using familiar communication supports. Avoid turning your first guess into a requirement that everyone else follows.

Respond to the meaning

Within the individualized plan, discuss what the caregiver will do when the request is understood. A clear message does not need to be repeated in a different form before it receives an appropriate response. Keep communication tools available.

The Mands Caregiver Coaching Workbook helps the clinician and caregiver describe existing communication, choose a routine, and reflect on actual moments. It does not prescribe a universal teaching sequence.

Educational planning guidance for clinicians. Individualize clinical decisions with the learner and family.