Last updated 2026-07-11
TL;DR
Teaching 'more' and 'finished' gives a child their first real tool to control what happens to them. Start with whatever communication mode your child can do right now: speech, sign, picture card, or AAC button. Prompt, wait, reward immediately. Most children begin responding consistently within two to four weeks of daily, structured practice across settings.
Why 'more' and 'finished' are the right words to teach first
These two words are the start of self-advocacy, more than vocabulary. When a child can say 'more,' they can ask for something they want. When they can say 'finished,' they can end something that overwhelms them. That pairing cuts down frustration meltdowns, because the child has a way to signal a need before it boils over.
The American Speech-Language-Hearing Association (ASHA) describes early functional communication as targeting words and symbols that are immediately useful in a child's daily life [1]. 'More' and 'finished' fit that definition exactly. They show up in every meal, every play routine, every therapy session.
Research on early AAC intervention shows children learn communication faster when the target words are high-motivation and high-frequency [2]. 'More' hits both. A child who wants more crackers is already motivated. You don't have to manufacture a reason to practice.
'Finished' matters just as much, especially for autistic children or sensory-sensitive kids who need a reliable, socially acceptable way to exit an activity. Without it, they exit by crying, pushing, or shutting down. With it, they exit by communicating.
What communication mode should you teach: speech, sign, or AAC?
The honest answer is whichever one your child can do right now, today.
If your child has some verbal ability but inconsistent output, aim for spoken approximations first. 'Muh' for more is fine. 'Duh' for done is fine. Accept and reward approximations, then shape them toward the full word over time. This is called successive approximation, and it's a core principle of behavior-based speech instruction [3].
If your child has motor speech difficulties, such as childhood apraxia of speech, spoken words may not be the right starting point at all. Signs or a device may actually be faster. See our guide to childhood apraxia of speech for more on motor planning and how it affects word learning.
Sign language works well for many pre-verbal children. The ASL sign for 'more' (fingertips together, tapping) is one of the most commonly taught early signs, and multiple studies show it does not delay speech and often precedes or accompanies verbal development [4]. 'Finished' in ASL (hands open, palms in, then rotate out) is also easy to prompt physically.
AAC devices, from a simple two-button GoTalk to a full speech-generating device, are another strong option. The research is clear: AAC does not suppress speech development and in many cases supports it [2]. If your child's team or pediatrician has raised concerns about AAC, share that with them. The evidence does not support withholding it. Learn more in our overview of aac devices.
You can also run all three at once: model the word, show the sign, and tap the button together. Multimodal input gives the child more routes to the same concept.
How do you actually teach 'more' step by step?
Here is the sequence that works across speech therapy approaches, whether you lean toward ABA, PECS, or naturalistic developmental behavioral intervention (NDBI).
Step 1: Pick the right moment. Choose a food or toy your child genuinely wants. Snack time is ideal. Blueberries, goldfish crackers, bubbles, a spinning top. Start with something you can dole out in small quantities.
Step 2: Give a small amount, then pause. Give three blueberries. Wait. Do not fill the bowl. The pause creates the communicative opportunity. If you preempt their need, they have nothing to request.
Step 3: Prompt. After a few seconds of waiting, prompt in whatever mode you're targeting. For speech: say 'more' clearly. For sign: take their hands gently and model the sign. For AAC: tap the 'more' button yourself so they see the model. This is called a time delay prompt with a model [3].
Step 4: Wait again. Give three to five seconds. This is the hardest part for parents. The silence feels uncomfortable. Do it anyway. Waiting teaches the child that they need to do something.
Step 5: Reward immediately. The moment they approximate the word, sign, or button tap, give more. Right away. No delay. No long praise speech. Just 'yes! more!' and the item. The reinforcer has to land within about two seconds for the association to form [3].
Step 6: Fade the prompt. As the child catches on, try waiting longer before prompting. Then try a gestural cue (pointing at their hands) instead of physical. Then just the expectant pause. Prompt fading is how you get independence.
Repeat across multiple short sessions daily, not one long one. Five minutes, three times a day beats fifteen minutes once.
How do you teach 'finished' step by step?
'Finished' runs on the same framework, but the motivator is relief instead of gain. The child wants to stop. That desire to stop is what you build on.
Step 1: Choose an activity the child tolerates but doesn't love. Teeth brushing, a puzzle they're bored of, tummy time for a younger child. You want mild discomfort, not distress. This is not about pushing a child past their limit.
Step 2: Run the activity briefly, then prompt. After 30 to 60 seconds, before the child melts down, hold up your hands open (the 'finished' sign) and say 'finished' clearly. Tap the button if you're using AAC.
Step 3: End the activity immediately when they respond. This is the payoff. The moment they sign, say, or tap 'finished,' stop the activity, clean up, and move on. The child learns: this signal ends things. That's powerful.
Step 4: Practice in preferred activities too. If 'finished' only ever means escaping something bad, the child may not generalize it to ending things they like on their own terms. Practice at the end of a snack, end of a TV show, end of a bath they enjoy. Say 'all finished!' and model it there too.
One practical note: some children protest hard when you introduce a structured end to a preferred activity. That's normal. Keep sessions short and end them before protest erupts whenever possible. You want the sign to feel like a tool, not a punishment.
What if my child won't imitate at all?
Imitation is a prerequisite for a lot of speech learning. If your child isn't imitating gestures or sounds yet, targeting 'more' verbally may be jumping ahead.
Start with object imitation. Roll a car back and forth. Tap a drum twice. Stack a block. If the child can do that, move to gross motor imitation: clap hands, wave, stomp. Then oral motor: blow, kiss, click tongue. Then sounds. Then words.
If imitation is genuinely absent, that's a signal to loop in a speech therapy speech therapist for an evaluation. ASHA recommends evaluation by 18 months if a child has no words and no gesture use [1]. The early intervention system (Part C of IDEA, for children under 3) provides free evaluations and therapy if your child qualifies [5].
For children who have some gesture and some sound but are stuck, work on 'more' via physical prompt with the sign, then fade slowly. The sign for 'more' is motor-learnable even when verbal speech isn't yet available.
How long does it take for a child to learn 'more' and 'finished'?
There is no single study that gives a clean timeline for these two specific words, so I'll give you the honest range.
For children with typical development who are just late talkers, a few days to two weeks of consistent practice is common. The concept is simple and motivation is high.
For autistic children or children with significant speech delays, the range is wider: two to eight weeks for consistent, independent use is a reasonable expectation when practice happens multiple times daily [3]. Some children need months if imitation skills are still developing.
Consistency across people and settings speeds things up dramatically. If mom does it at snack, dad does it at dinner, and the daycare teacher does it during circle time, the child gets many more learning trials per day. Generalization happens faster.
If after eight weeks of daily structured practice there's no response, that's a conversation for a speech-language pathologist, not a reason to push harder on your own.
Should you use sign language, pictures, or a device for a nonverbal child?
For a child with no reliable verbal output, all three options are legitimate. Here's how they compare in practical terms.
| Mode | Upsides | Limitations |
|---|---|---|
| Sign language | Always available, no equipment, fast to prompt physically | Requires communication partner to know the sign; less legible to strangers |
| PECS (picture cards) | Low cost, portable, widely used | Requires cards to be present; exchange step adds motor demand |
| Speech-generating device (AAC) | Produces speech output; generalizes to all partners | Higher cost; needs charging; some learning curve for setup |
| Vocal approximation | Natural, socially accepted | Not possible for all children; may need motor speech support |
The Frost and Bondy PECS studies showed children often began spontaneously vocalizing during PECS training, which the research team did not specifically target [6]. So even a low-tech picture system can sometimes feed back into verbal speech development.
For a deeper look at device options, read our guide on aac devices. If your child has been assessed by a team, they may already have a recommendation. If not, a school or early intervention SLP can do an AAC evaluation at no cost under IDEA.
The American Academy of Pediatrics (AAP) issued a policy statement in 2020 reinforcing that AAC should be offered early and that there is no evidence it harms speech development [7].
How do you get other caregivers and teachers to use the same approach?
Consistency is the single biggest factor in how fast a child generalizes a new communication skill. If mom is the only one prompting 'more' with the sign, the child learns the sign means something at mom's table, not at school.
Practical steps:
Write a one-page visual instruction sheet. Include a photo of the sign or a picture of the AAC button. Write the exact prompt script: 'Wait. Say more. Give immediately.' Post it where it's used: the kitchen, the classroom snack area, the therapy room.
Run a two-minute demo for anyone involved. Don't explain the theory. Just show them: small amount, pause, prompt, reward. Let them try it once with you watching. That's enough.
For school-based teams, if your child has an IEP, the communication goal can specify the exact prompt hierarchy and who delivers it. Request that 'more' and 'finished' be listed as functional communication targets if they aren't already [5].
For autism spectrum speech therapy settings specifically, teams are usually already familiar with this approach. Ask your SLP to write the protocol clearly so home can mirror school exactly.
What mistakes do parents usually make when teaching these words?
The biggest one is prompting too fast. A parent sees their child look at the crackers and immediately says 'do you want more? say more! more!' The child never had to do anything. No request was needed. The lesson taught was: look at the crackers and an adult talks a lot.
The second most common mistake is inconsistent reinforcement. The child signs 'more' and the parent says 'great job!' but takes ten seconds to actually hand over the item while praising. Those ten seconds break the association. Reinforce first, praise second.
Third mistake: only practicing in one context. If 'more' only ever means crackers, the child may not produce it for bubbles or music or swinging. Vary the items and settings from week two onward.
Fourth: not accepting approximations. A child who says 'muh' with intent deserves the same immediate reward as a child who says 'more' perfectly. Withholding the item until the word is perfect teaches the child that communication doesn't work. Shape toward clarity over time, but never let an attempt go unrewarded.
Fifth: expecting the child to initiate on their own too soon. Independence comes after consistent prompted practice. Most children need many, many prompted trials before they generalize to unprompted use. Three weeks of daily practice is not too short to still be prompting.
Can apps or technology help teach these words at home?
Technology can supplement live, responsive practice, but it can't replace it. The reinforcer that matters is the real item: the actual cracker, the actual bubble wand. An app can't hand that over.
Apps that model language in context can still increase a child's exposure to target words across the day. Some AAC apps include 'more' and 'finished' as core vocabulary buttons because those words belong in every routine.
If you want a structured, guided approach to building early communication at home, Little Words (littlewords.ai) provides an AI-guided speech companion that helps parents set up daily practice routines around core words like these, with coaching on prompt timing and reinforcement. You can start with a quick quiz at littlewords.ai/start to see if it fits your child's profile.
For children who already use an AAC device, practice with the real device inside real routines will always beat practice in an isolated app session. Keep the device within reach during every meal and preferred activity, well beyond therapy time.
When should you involve a speech-language pathologist?
If your child is 18 months old with no words and no consistent gestures, get an evaluation now, not after a few more months of watching [1]. Early intervention under IDEA Part C (birth to age 3) provides free evaluations and, if the child qualifies, free or low-cost therapy [5].
If your child is using signs or AAC but not progressing in two to three months of consistent practice, an SLP can identify whether a motor planning issue (like apraxia of speech), a processing difference, or a prompt hierarchy problem is the bottleneck.
If your child is progressing but you want to go faster, an SLP can do a parent coaching session (often one to two hours) to calibrate your home practice. This often costs less than a run of weekly one-on-one therapy sessions and can move things just as fast. ASHA published a 2021 practice advisory noting that parent-implemented intervention in natural environments shows strong evidence for early communication outcomes [8].
You can find a certified SLP through ASHA's Find a Professional tool at asha.org. Telehealth options have expanded a lot since 2020 and are appropriate for parent coaching specifically. Read more about what online speech therapy looks like if in-person access is limited.
Little Words can help you organize your questions before that first appointment and track your child's daily practice data so the SLP has real information to work with.
Does teaching signs or AAC words delay spoken speech?
No. The research has said the same thing for over two decades.
Millar, Light, and Schlosser (2006) reviewed 27 studies and found no evidence that AAC suppresses speech development; 89 percent of those studies showed an increase or no change in speech after AAC was introduced [2]. The American Academy of Pediatrics and ASHA both cite this body of evidence in their guidance [7][1].
The fear that signing or using a device will make a child 'lazy' about talking is understandable but not supported by data. What actually shuts down communication development is a child who has no reliable way to get needs met, so they stop trying. Give them a working system, even a non-verbal one, and the motivation to communicate stays alive. That motivation is what speech grows from.
If your child's pediatrician or a relative tells you to 'wait on the sign' because it will delay talking, share this: ASHA's guidance states that AAC and sign support communication development across diagnostic groups [1].
Frequently asked questions
At what age should a child be able to say 'more'?
Most typically developing children use 'more' as a word or clear gesture by 12 to 18 months. The ASHA milestone guidelines flag absence of any words by 16 months and fewer than 50 words by 24 months as reasons for evaluation. If your child isn't using 'more' or another reliable requesting behavior by 18 months, it's worth a conversation with your pediatrician or an SLP.
What is the sign for 'more' in baby sign language?
The ASL sign for 'more' is made by bringing all four fingertips together on each hand (forming an O shape), then tapping the fingertips of both hands together two or three times. It's one of the easiest signs for babies and toddlers to approximate. Many children start with a rough clapping or pinching motion before refining the shape, and that approximation is worth rewarding.
What is the sign for 'all done' or 'finished'?
The ASL sign for 'all done' or 'finished' starts with both hands held up, palms facing you, fingers spread. Then you rotate both hands outward so the palms face away. It looks like a small shaking motion. Some programs simplify it to an open-palm push away. Either version works; pick one and use it consistently so the child learns a stable form.
Should I use 'more,' 'all done,' or 'finished'? Does the word choice matter?
Pick one word and stick with it. 'All done,' 'finished,' and 'done' mean the same thing; the problem is alternating between them early in teaching. The child's brain is building a word-concept pairing. Switching labels mid-learning adds noise. Once the child uses one reliably, they'll generalize to synonyms faster than you'd expect.
My child signs 'more' for everything they want. Is that okay?
Yes, and it's very common. 'More' is often the first truly functional request, and children over-apply it to mean 'I want' broadly. This is a normal stage. Start adding other request words ('open,' 'help,' 'go') alongside 'more' so the child builds a more specific vocabulary over time. The over-generalization will sort itself out as options expand.
Can I teach 'more' and 'finished' without an SLP?
Yes. Parents are effective communication teachers, and the basic prompt-wait-reward structure is something any caregiver can learn. ASHA's 2021 guidance specifically supports parent-implemented intervention in natural environments as evidence-based practice. That said, if your child has a speech delay diagnosis, motor speech issues, or isn't making progress after six to eight weeks of consistent home practice, loop in a professional.
What if my child uses 'more' to avoid finishing something, not to request more of it?
This is a function-versus-form issue. The word 'more' is being used to mean 'continue' or 'don't stop,' which is actually a reasonable communicative use. Instead of correcting the word, respond to the function: if they sign 'more' when a song ends and they want it to play again, honor that. Introduce 'again' or 'play' as additional vocabulary if the distinction matters in your home routines.
How many times a day should I practice 'more' and 'finished' with my child?
Aim for five to fifteen natural opportunities per word, per day. That sounds like a lot but snack time alone can give you ten 'more' trials with small amounts of food. The key is building the practice into real routines, not creating artificial drill sessions. Short, motivated, and frequent beats long and scheduled. Most families hit a good rhythm within a week once they know what to look for.
My autistic child echoes what I say instead of using 'more' communicatively. What should I do?
Echolalia is a real communication behavior, not noise to suppress. If your child echoes 'more' immediately after you say it, they may be processing the word rather than requesting. Try reducing your verbal prompt and increasing visual or physical prompts (the sign, tapping the AAC button) to shift toward intentional communication. Read more about echolalia to understand how it fits into language development.
Does it matter if I use 'finished' or 'all done' with an AAC device?
Use whatever your child's AAC system has programmed. Consistency across people and the device is more important than the specific word. If the device says 'all done' but you're signing and saying 'finished,' the child is mapping two different signals to the same concept, which slows learning. Check the device vocabulary and align your speech to match it exactly.
My child's school uses a different word than we do at home. Will that confuse them?
It can, especially early in learning. Before the concept is solid, consistent language across environments really does help. Raise it with the teacher or IEP team. Request that the same word and same sign be used across settings. Once your child is using the word spontaneously and generalized it to several contexts, minor variation won't matter much.
Is PECS a good way to teach 'more' and 'finished'?
PECS (Picture Exchange Communication System) was designed to teach requesting and it works well for many children. In the Bondy and Frost 1994 study of 66 preschoolers with autism, 76 percent went on to develop speech while using PECS. For 'more,' you'd have a 'more' picture card the child exchanges. 'Finished' is often taught with a finished box or basket where cards are placed when an activity ends. It's a structured, research-backed option.
Sources
- ASHA, Early Intervention: ASHA recommends evaluation by 18 months for children with no words and no gesture use; early functional communication targets words and symbols immediately useful in daily life.
- Millar, Light, & Schlosser (2006), American Journal of Speech-Language Pathology, 'The Impact of Augmentative and Alternative Communication Intervention on the Speech Production of Individuals with Developmental Disabilities': 89 percent of 27 studies reviewed showed an increase or no change in speech production after AAC introduction; AAC does not suppress speech development.
- Cooper, Heron & Heward, Applied Behavior Analysis (2nd ed.), Pearson: Successive approximation, time delay prompting, and immediate reinforcement (within approximately 2 seconds) are core principles of behavioral speech instruction.
- Goodwyn, Acredolo & Brown (2000), Journal of Nonverbal Behavior, 'Impact of Symbolic Gesturing on Early Language Development': Teaching sign language to pre-verbal children does not delay speech and often precedes or accompanies verbal development.
- U.S. Department of Education, Individuals with Disabilities Education Act (IDEA), Part C: IDEA Part C provides free evaluations and, if a child qualifies, free or low-cost early intervention services for children birth through age 3.
- Bondy & Frost (1994), Topics in Early Childhood Special Education, 'The Picture Exchange Communication System': In the original PECS study of 66 preschoolers with autism, 76 percent developed speech during or after PECS training; spontaneous vocalizations increased during training even though speech was not a direct target.
- American Academy of Pediatrics, AAC Policy Statement (2020), Pediatrics: The AAP states AAC should be offered early and that evidence does not support withholding it; there is no evidence AAC harms speech development.
- ASHA, 2021 Practice Advisory on Parent-Implemented Intervention: Parent-implemented intervention in natural environments shows strong evidence for early communication outcomes per ASHA's 2021 practice advisory.
- National Institute on Deafness and Other Communication Disorders (NIDCD), Speech and Language Developmental Milestones: NIDCD lists communication milestones and flags absence of words by 16 months and fewer than 50 words by 24 months as concerns warranting evaluation.
- CDC, Learn the Signs. Act Early. Milestone resources: CDC milestone guidance supports early identification and referral for children not meeting communication milestones at expected ages.