Frequently Asked Questions

Spelling to Communicate (S2C) is a method of reliable communication for  nonspeakers, minimal speakers, and unreliable speakers with autism and other sensory-motor differences. It is not a treatment or therapy; it's a skillset.

Non/minimal/unreliable speakers with autism have a form of apraxia, which nonspeakers describe as a "brain-body disconnect". They know what they want to do or say, they understand what others want them to do or say, but their bodies don't reliably do what their brains are telling them to do.

S2C was designed for those with apraxia. That's why it works when other communication methods don't.  Traditional communication methods and AAC's (augmentative/alternative communication methods) require extensive fine motor control, whereas S2C uses gross motor movement from the shoulder. It teaches spellers the on-demand motor needed to spell out their thoughts, ideas, opinions, and so much more. 

"SO READY TO BE HEARD." - Brave New Words client

S2C is for those with apraxia or motor planning challenges who don't use speech as their main effective form of communication. This can be someone with autism, Down syndrome, Rhett syndrome,  or other diagnoses with other sensory-motor challenges.

It's for nonspeakers as well as minimal speakers (those with a limited spoken vocabulary or range of speech). It's also for unreliable speakers (those who may have quite a bit of speech but can't always express their true preferences or intended meaning. In other words, S2C may be appropriate for someone who speaks a lot... it's the quality of their speech that's important.

Brave New Words services students aged 8 and above. There is no age cap. Referrals may be made for younger students. 

You don't need to have any proof that your child can read or spell to try S2C. 

Because of the brain-body disconnect of apraxia (see above), there's no way to know exactly what your child knows or doesn't know until they're openly communicating. However, most spellers share that they learned how to read by age 4 or 5.... just like their same-age peers. 

In S2C, all students are presumed fully cognitively competence whether or not there is evidence of their competence on the outside. 

"YOU’LL NEVER KNOW US BY JUST LOOKING AT OUR BODY LANGUAGE." - Shane Alvado, Nonspeaking Speller

Such an important question! This is one of the most confusing things about individuals with apraxia, yet is key to understanding your child. 

Openly communicating nonspeakers say (spell) repeatedly that how they look on the outside is very different from how they are on the inside.... That they often say things that don't match what they really mean.... That they're trapped in bodies that don't cooperate with their brains. Nonspeakers say they are fully "in there" and have been listening and learning their whole lives. 

Who better to speak for nonspeakers than nonspeakers themselves? 

We don't know the full extent of someone's knowledge until they're openly communicating, so until that time we trust what nonspeakers have been telling us, and presume that every student wants to learn and is capable of learning.

Now thousands of students worldwide are spelling to communicate, with more reaching "open" every day. 

There's no set length of time for how long it takes to learn. Every body is different; it depends on how impacted someone is by their apraxia. 

"My mind is blown away every session on how much he knows..." - Patricia C., Speller Parent

Absolutely! Weekly sessions with Beth are suggested, which includes coaching on how to be your child's CRP (Communication and Regulation Partner). In addition to sessions, practice at home is where the skills build and the magic happens. The idea is to transfer your child's ability to communicate from practice to real-world use. Besides, spelling with a practitioner is great, but spelling with family is priceless! 

"...Can it really work for us???" 

S2C is different... probably radically different from what you've been told was possible. 

The old belief about nonspeaking autism was that it was a cognitive disability. But now we know better. Spelling to communicate isn't a therapy- it's a skillset - and the methods used to teach those skills are designed especially for those with apraxia. That's why S2C often works as a communication method where speech or other AAC's don't.

"TO LEARN HOW TO USE A LETTER BOARD IS REALLY HARD, BUT EVERY ONE OF US CAN DO IT." - Luke Frede, Nonspeaking Speller 

It makes sense to ask. You've tried countless  treatments, therapies, and modalities that promised so much and fell disappointingly short. Hope feels dangerous. 

Yet family after family are discovering their kids for the first time as they reach "open" communication. Spellers are becoming actively engaged in their lives -  expressing their individuality, forming friendships, revealing their creativity, humor, wisdom and compassion. Parents are able to breathe... there's finally a future with hope.  

"Once you see it, you can't un-see it." - Monika O., Speller Parent

Even parents of now open spellers had doubts in the beginning too.  Please ask if you'd like to talk to another S2C parent who's been in your shoes.

Each session is structured around an age-appropriate lesson which provides students with engaging content and questions to answer through spelling. Beth will motor-coach your child to help them develop the coordination between their brain and body. With time and practice, the process of spelling becomes increasingly automatic as a speller's motor pathways become more and more reinforced.

Sessions are 50 minutes long - weekly sessions are recommended. It's a lot easier to establish best practices in the beginning than to change less helpful habits later on. 

Cost varies depending on services. 

Beth is also a Speller Access Fund Practitioner through the International Association for Spelling as Communication which awards scholarships to qualified families. Please contact I-ASC for more information.

Beth is a certified practitioner through the International Association of Spelling as Communication.