Recognizing, recording, and escalating possible communicative signals in students who use non-symbolic or emergent communication systems.
At a glance
When: A student who uses eye gaze or AAC shows a consistent, intentional pattern.
Remember: Noticing isn't overstepping — your observation is the raw material the SLP builds the system from. (Designing the system is the SLP's role.)
What strong practice looks like — and why.
The scenario you saw
You've noticed that a student who communicates primarily through eye gaze consistently looks toward the door just before a preferred activity begins. You don't think the team has documented this pattern. What do you do?
Before you read on — what would you do here? Picture your move, then reveal how strong practice handles it.
Write it down now, with specifics: what the student does, under what conditions, how consistently. Then bring it to the SLP directly and intentionally — not a passing hallway mention. 'I've noticed this pattern. Is this something we can build into the system?' You're not overstepping. You're doing exactly what the team needs: precise, timely observation from the person who spends the most time with this student.
Why this works
When a student communicates through eye gaze or other emergent means, the people beside them most often spot intentional patterns first — and that observation is exactly the raw material the speech-language pathologist (SLP) builds the system from. 'That's the SLP's domain' is the instinct that buries the most useful data. So you document it precisely (what the student does, under what conditions, how consistently) and bring it to the SLP directly and intentionally — offered as a pattern to consider, not a conclusion you've reached. Noticing isn't overstepping; it's the job.
What to look for
Recall is where it sticks — a few quick scenarios.
Reading is useful, but recall is where it sticks. Three short scenarios, low-stakes, no scoring — about 3 minutes. You can stop any time.
Start the practice set →Short on time? Start with the first one.
Scope & safety
Building or changing a student's communication system is the SLP's role — your part is precise observation and documentation handed to the SLP. You're surfacing a pattern to consider, not prescribing the system.
ASHA
ASHA guide on recognizing and responding to non-symbolic communication signals, and how to document potential communicative acts for the SLP team.