Communication Through Letter Boards

Communication through letter boards is a literacy-based approach in which an individual points to letters to spell words and communicate responses. Sessions can also incorporate educational lessons and activities designed to develop purposeful pointing, motor skills, and increasingly independent communication. 

Letter boards may be explored with nonspeaking or minimally speaking individuals who have difficulty reliably expressing what they know, think, or need through speech alone. Every learner is different, so support should be individualized to their communication abilities, motor needs, and goals. 

No. Spoken language is not required to begin developing skills with a letter board. The approach uses pointing and other purposeful responses as alternatives to requiring a verbal answer. The RPM materials you provided specifically note that response verbalization is not required. 

Not necessarily. Letter board work can begin with educational lessons and supported choices while developing purposeful pointing and familiarity with written language. Skills are built progressively rather than expecting independent spelling from the first session. The introductory RPM material emphasizes age-appropriate learning, written-language exposure, purposeful pointing, and regular practice. 

Sessions are individualized, but may include age-appropriate educational material, questions about the lesson, choices between written responses, purposeful pointing, and eventually selecting letters to communicate. The level of difficulty can increase gradually as the learner develops skills. 

There is no standard timeline. Developing purposeful pointing and other communication skills requires practice and consistency, and progress will vary from person to person. RPM itself is described in the materials as a teaching method requiring commitment and regular practice rather than a "quick fix." 

Not necessarily. Letter boards are communication tools that can be used within different approaches. RPM is a specific teaching method that can incorporate letter boards, structured lessons, prompting, and purposeful pointing. Beyond Words can explain the approach being used and how it relates to your child's individual communication goals. 

Yes. Consistency outside of sessions can be an important part of developing skills. Families can learn ways to encourage purposeful movement, provide age-appropriate learning opportunities, expose learners to written language, and support continued practice at home.