10-Minute Speech Practice That Doesn't Require Sitting Still

Last updated 2026-07-10

What does IDEA require for a preschooler's IEP?

IDEA Part B requires every child with a disability, ages 3 through 21, to receive a free appropriate public education (FAPE) through an Individualized Education Program written for that child's needs ^[1]. For a nonverbal autistic preschooler, the IEP has to include present levels of performance, measurable annual goals, the services needed to make progress toward them, and a plan for how progress gets measured and reported to you ^[1].

The school cannot legally hand you an off-the-shelf program. The word "individualized" is real, and it's enforceable. If the team proposes goals that ignore your child's actual communication baseline, you can disagree, ask for the peer-reviewed research behind their approach, and request an independent educational evaluation at public expense when you think the school's evaluation missed the mark ^[1].

IDEA also requires the team to consider assistive technology, including AAC devices, for any child whose disability affects communication ^[1]. That consideration has to happen at the IEP meeting and has to be written down. Skip it, and that's a procedural violation worth flagging.

Here's a clock most parents don't know about: the evaluation that triggers IEP eligibility must be completed within 60 days of your written consent, or sooner if your state sets a shorter window ^[1]. Knowing that timeline gives you real footing when you're pushing for services.

What does 'nonverbal' actually mean for a preschooler's IEP?

Clinicians and researchers usually call a child minimally verbal or nonverbal when they produce fewer than 20 functional words spontaneously across settings ^[2]. Many teams prefer "minimally verbal," because almost every child who looks nonverbal is already communicating: through gesture, eye gaze, vocalization, or reaching.

That distinction changes everything about the goals you write. A child who points to request, catches your eye to protest, and uses a few reliable sounds has real communication skills, and the IEP should build from them. Goals written as if the child starts from zero will almost always aim too low.

Roughly 25 to 30 percent of autistic people stay minimally verbal into adulthood, according to estimates in research published in Pediatrics ^[3]. Preschool is also the window where intervention has its strongest evidence, so the goals you write now carry weight. Spoken language isn't the target for every child. Functional, reliable communication is, however it happens.

If motor planning problems might be blocking speech, ask the team to assess for childhood apraxia of speech, which shows up alongside autism more often than in the general population and calls for a different treatment approach ^[4].

What are realistic communication goals for a nonverbal autistic preschooler?

Realistic goals start with the child in front of you, not a milestone chart borrowed from a typical 3-year-old. A good SLP will map how many intentional communication acts the child produces per minute, which functions they already have (requesting, protesting, commenting, greeting), and which modalities they use (gesture, vocalization, eye gaze, device).

From there, each goal targets the next reachable step. Here are examples written the way a measurable IEP goal actually has to read:

Requesting: Given access to an AAC device with a core vocabulary of at least 36 symbols, [Child] will independently activate a symbol to request a preferred item or activity in 4 out of 5 opportunities across 3 consecutive probe sessions, as measured by therapist and teacher data.

Joint attention: During structured play, [Child] will shift gaze between an object and a communication partner to share interest in 3 out of 5 opportunities across 3 sessions, as measured by direct observation.

Protesting: [Child] will use a consistent, socially acceptable communication act (activating a "no" symbol, handing back an item, or shaking head) to protest a non-preferred activity in 4 out of 5 opportunities, without engaging in problem behavior, across 4 consecutive weeks.

Imitation: [Child] will imitate at least 5 different motor actions on objects (stirring, banging, stacking) within a play routine in 4 out of 5 trials across 3 probe sessions.

Social greeting: [Child] will produce a greeting (vocalization, wave, symbol activation) when greeted by a familiar adult in 3 out of 5 naturally occurring opportunities across 3 settings.

Notice what's missing. None of these require speech. They all name real, observable behavior that someone can count. That's what "measurable" means in IDEA's language, and it's also what makes a goal useful once the classroom door closes.

Should AAC be part of the IEP for a nonverbal preschooler?

Yes. The research points one direction and the law backs it up. AAC does not hold back speech. A 2006 review in the American Journal of Speech-Language Pathology found no evidence that AAC inhibits speech, and growing evidence that it helps ^[5]. The American Speech-Language-Hearing Association (ASHA) says AAC should be considered for anyone who cannot meet daily communication needs through natural speech alone ^[6].

For a nonverbal preschooler, the IEP should name the type of AAC recommended (low-tech board, speech-generating device, app-based SGD), the vocabulary organization, the number of symbols available, and who is responsible for programming and updating the device. "AAC will be considered" is not enough. The goal should name the system and describe how the child will use it.

Our overview of aac devices walks through the full range of options.

One practical point: the school has to provide AAC as part of FAPE if the team decides it's necessary. That means a school-funded device the child uses during the school day. Whether the child can take it home is a separate question, and plenty of districts do allow it. Push for home use in writing, because home is where communication generalizes.

If the team balks at a device, ask them to write down why they believe AAC isn't needed. That request tends to move things fast.

What goals address social communication and joint attention?

Joint attention is the ability to share focus with another person: to look at a toy, look back at you, and know you're both in on the same thing. It's one of the earliest social communication skills and one of the most predictive, and it's often a real area of need for autistic preschoolers ^[7].

The JASPER intervention program at UCLA has shown that targeting joint attention and symbolic play in autistic preschoolers produces measurable gains in language and social communication ^[7]. IEP goals here might read:

• [Child] will follow a point to an object located within 3 feet in 4 out of 5 opportunities.
• [Child] will point to show an object of interest to a partner without prompting in 3 out of 5 opportunities.
• [Child] will sustain joint engagement in a shared play routine for at least 2 minutes with a familiar adult.

These goals belong in speech therapy and speech-language pathologist sessions, but they also have to live in classroom and home routines. An SLP who only works joint attention in a pull-out room for 30 minutes a week won't move much. The IEP should require generalization across settings and people.

For kids who use echolalia as part of how they communicate, goals should account for it. Delayed echolalia can be a stepping stone, not a habit to stamp out. Our article on echolalia shows what that looks like in practice.

How do you write a measurable IEP goal (and what makes one bad)?

A goal that holds up legally and clinically has four parts: who, does what, under what conditions, at what accuracy across how many sessions. That's the whole recipe. Every word should point at something a teacher's aide with a clipboard could watch and count.

Bad goal: "[Child] will improve communication skills." Why it's bad: nothing to measure, nothing to observe, no way to know when it's done.

Bad goal: "[Child] will use AAC to communicate." Why it's bad: no condition, no criterion, no way to see progress.

Good goal: "Given a model and a 5-second wait, [Child] will activate a core vocabulary symbol on her SGD to make a request in 4 out of 5 trials across 3 consecutive data collection sessions, as measured by SLP and classroom teacher data."

The accuracy criterion (4 out of 5 across 3 sessions) matters because one good day isn't mastery. Three sessions in a row at criterion is a common standard because it shows consistency instead of luck.

Ask to see the data sheets at progress-report time. Under IDEA, the school must report progress toward IEP goals as often as it reports grades for children without disabilities, usually quarterly ^[1]. If the data shows a goal was mastered in October, request an IEP meeting and write a harder one. You don't have to wait for the annual review.

What related services should accompany communication goals?

Communication goals don't stand alone. A nonverbal autistic preschooler's IEP usually needs a cluster of related services working together.

Speech-language therapy is the core service. Frequency and duration matter: 30 minutes once a week in a pull-out room is often too little for a minimally verbal 3-year-old. Research on early intervention consistently shows that higher dosage, more hours across more days, produces better outcomes in early childhood ^[8]. Push for push-in therapy alongside pull-out, and ask how the SLP will train classroom staff and you.

Occupational therapy may be needed when sensory or fine motor differences affect the child's ability to use a device, point, or hold attention during communication activities.

Applied Behavior Analysis (ABA), where it's included, should be coordinated with the SLP's AAC approach. Some ABA programs used to discourage AAC or chase verbal imitation alone. Current best practice, reflected in ASHA guidance, treats AAC and naturalistic behavioral intervention as complementary ^[6].

Parent training is a related service under IDEA, and most families never hear about it. The IEP can set a number of parent training hours per month, delivered by the SLP, to teach you how to model AAC at home, set up aided language stimulation, and collect data. If nobody has raised it, raise it yourself.

For families who can't get enough in-person services, online speech therapy has shown comparable outcomes for some communication goals in early childhood and can fill gaps between school sessions.

What do IEP goals for play and imitation look like?

Play is communication for a preschooler. Symbolic play (using a banana as a phone, feeding a stuffed animal) and functional play (using toys the way they're built to be used) both come before language. For a nonverbal autistic preschooler, play goals in the IEP aren't filler. They're the foundation.

Imitation goals matter because imitation is how children pick up the motor actions behind speech, AAC use, and gesture. A child who doesn't imitate has fewer ways to learn by watching.

Example goals:

• [Child] will imitate a novel action on an object (e.g., pushing a car, rolling a ball) demonstrated by a partner in 4 out of 5 trials.
• [Child] will engage in functional play with at least 3 different toy sets (blocks, vehicles, pretend kitchen) for 2 consecutive minutes without adult direction.
• [Child] will produce symbolic play acts (e.g., feeding a doll, putting a block to sleep) in at least 2 of 3 play sessions per week.

The link between symbolic play and language is well documented. Children who develop symbolic play tend to show parallel gains in vocabulary, because both ask the child to let one thing stand for another ^[9]. Using a block as a phone is the same cognitive move as using a symbol for a word.

These goals belong beside the communication goals, and the SLP should be working with the classroom teacher on how to fold them into the day.

How often should the IEP team review goals for a preschooler?

IDEA requires at least one IEP meeting a year to review and revise goals ^[1]. Annual is the floor, not the ceiling. For a preschooler who changes month to month, once a year is often not enough.

You can request an IEP meeting anytime. If the current goals are mastered, if your child has lost skills, or if a new evaluation turns up something the team didn't know, call a meeting. Put the request in writing (email counts) and keep a copy.

Progress reports should land quarterly in most districts. Read them closely. A report that just says "making progress" with no data is not adequate. Ask what percentage of trials your child is hitting criterion on for each goal. If nobody can answer, the problem is data collection, not your child.

Extended school year (ESY) services are worth raising too. If the team has data showing your child loses skills over breaks, IDEA requires the district to offer summer services to prevent that loss ^[1]. ESY is not automatic. You have to ask, and the decision has to rest on your child's own data.

What's the difference between a good SLP and a great one for this population?

A good SLP knows the research. A great one turns it into your child's actual day.

For nonverbal autistic preschoolers, look for an SLP who is comfortable with AAC and has hands-on experience programming and troubleshooting devices, more than recommending them. ASHA's Certificate of Clinical Competence (CCC-SLP) is the baseline credential ^[6]. Some SLPs carry extra specialty training in AAC or autism, which matters for this group.

The approach should be naturalistic and play-based for a preschooler, not table drills. The evidence base for naturalistic developmental behavioral interventions (NDBIs) is stronger than for discrete trial approaches alone in early childhood communication ^[10].

You want an SLP who trains you and the classroom team, not one who does 30 minutes in a back room and sends home a note. Carry-over from therapy to real life takes active coaching of the adults around the child every day. For this population, that isn't optional.

If you're sorting out autism spectrum speech therapy for the first time, ask a prospective SLP: What AAC systems have you worked with? How do you measure progress? How do you involve parents? What does a session look like for a minimally verbal 3-year-old?

Apps like Little Words give families a structured way to practice communication modeling at home between sessions, which helps most when you're waiting on a school evaluation or trying to extend what the SLP started.

What should parents bring to the IEP meeting?

Come prepared. Bring a written list of your concerns, sorted by domain (communication, behavior, play, self-care). Bring video of your child communicating at home, because what kids do at home often never shows up in a 30-minute evaluation room. School teams are regularly surprised by what parents record.

Bring any private evaluations you've had. A private SLP report or developmental pediatrician's write-up carries weight and can push the team toward goals and services they wouldn't have offered on their own.

Ask for copies of all assessment reports at least 5 days before the meeting so you have time to read them. IDEA gives you that right. Walk in knowing the present levels: which score, which percentile, which classroom observation is the team leaning on to justify each goal?

Bring someone with you if you can. A spouse, a parent advocate, a friend who takes notes. IEP meetings move fast and cover a lot. A second person means you can ask questions while they write.

Parent advocacy groups and state protection-and-advocacy organizations offer free support for families in special education. The Center for Parent Information and Resources (CPIR), funded by the U.S. Department of Education, keeps a directory of parent training and information centers by state ^[11].

And this part matters: you are a full member of the IEP team, not a guest. IDEA says so plainly ^[1].

Frequently asked questions

Can a preschooler qualify for an IEP if they are nonverbal but don't have a formal autism diagnosis?

Yes. IDEA eligibility for preschoolers runs on disability categories, and one of them is "developmental delay" for children ages 3 through 9 in states that use it. A formal autism diagnosis is not required for IEP eligibility, though it often helps clarify appropriate goals and services. The school's multidisciplinary evaluation, not a medical diagnosis, decides eligibility.

How many IEP goals should a nonverbal autistic preschooler have?

There's no required number. Most nonverbal autistic preschoolers carry somewhere between 4 and 10 annual goals across communication, social interaction, play, and sometimes behavior or self-care. Quality beats quantity. A short list of specific, measurable, well-supported goals produces more progress than a long list of vague ones.

What if my child's school says AAC is not appropriate yet because they want to wait for speech to develop?

Current research does not support that position. ASHA and peer-reviewed literature consistently find that AAC does not suppress speech and often supports it. Ask the team to cite peer-reviewed research for their stance. If they can't, put your disagreement in writing and request an independent educational evaluation. You do not have to accept a wait-and-see approach.

What is aided language stimulation and should it be in the IEP?

Aided language stimulation (also called aided language input or modeling) means the adult uses the child's AAC system alongside speech while interacting naturally. It's one of the most evidence-supported ways to build AAC use. Name it in the IEP as a strategy the SLP and classroom staff use, and ask to be trained in it during parent training sessions.

My child uses echolalia. Does that mean they aren't really nonverbal?

Echolalia, repeating words or phrases heard before, is speech, but it doesn't automatically mean a child has functional expressive language. Many autistic children who echo are still considered minimally verbal because the echoed language isn't used intentionally to communicate. IEP goals can build functional communication from existing echolalic speech. Our article on echolalia covers this in more detail.

How long does it take to see progress on AAC goals in an IEP?

It varies a lot, depending on the child's current skills, the quality of instruction, how consistently AAC gets used across settings, and how many hours of supported practice the child gets. Some children show measurable changes in AAC use within weeks of consistent modeling. Others take several months. Annual goals should be ambitious but reachable, and the team should collect data at least weekly to catch a stalled goal early.

Can I request a private speech evaluation if I disagree with the school's evaluation?

Yes. IDEA gives parents the right to request an Independent Educational Evaluation (IEE) at public expense if they disagree with the school's evaluation. The school either funds the IEE or files for a due process hearing to defend its own. Most districts fund it rather than litigate. The team must consider the IEE results, though they don't have to follow them automatically.

What is extended school year (ESY) and how do I know if my child qualifies?

ESY is special education and related services provided beyond the normal school year to prevent significant regression in skills. Eligibility rests on individual data showing a child loses skills over breaks and takes an unusually long time to recoup them. Ask the team to collect regression and recoupment data and discuss ESY at your annual meeting. For minimally verbal preschoolers, request it early.

Should IEP goals target verbal speech or is AAC the priority?

Both can be appropriate at once. The research supports pursuing AAC and verbal communication in parallel, not as an either/or. AAC often reduces frustration and behavior challenges while verbal skills are developing. The IEP should keep verbal goals if there's any evidence the child is making progress, and it should not withhold AAC while waiting for speech.

What is a communication temptation and should it be in my child's IEP strategy?

A communication temptation is a planned situation that gives the child a reason to communicate: a desired item in view but out of reach, a tiny portion of a snack, a pause mid-routine. These are structured openings built into natural activities. SLPs should spell out specific communication temptation strategies in the IEP so classroom staff and parents use them consistently all day.

How do I know if my child's IEP goals are too easy?

If your child is consistently hitting goals at 90 percent accuracy by the first half of the school year, the goals were probably set too low. Watch quarterly progress reports for that pattern. Goals should take genuine effort and instruction to reach by year's end. Request an IEP meeting mid-year to raise the bar if the data shows early mastery.

What role do parents play in implementing IEP communication goals at home?

A big one. Research on early intervention consistently shows that parent-implemented strategies, taught by an SLP, produce meaningful gains in child communication. The IEP can and should include parent training as a related service. At home, the highest-impact moves are modeling AAC consistently, building communication chances into daily routines, and responding to every intentional communication attempt, verbal or not.

Sources

1. U.S. Department of Education, Individuals with Disabilities Education Act (IDEA): IDEA Part B requires FAPE with an IEP for children ages 3-21, mandates measurable annual goals, progress reporting, and assistive technology consideration; parents are full IEP team members; ESY must be offered when regression data supports it; IEE rights exist.
2. Tager-Flusberg H & Kasari C, 'Minimally Verbal School-Aged Children with Autism Spectrum Disorder', Autism Research 2013: Minimally verbal is defined as fewer than 20 functional words and represents a subgroup of autistic individuals requiring intensive communication intervention.
3. Wodka EL et al., 'Predictors of Phrase and Fluent Speech in Children with Autism', Pediatrics 2013: Approximately 25 to 30 percent of autistic individuals do not develop functional speech; predictors of late language emergence include nonverbal IQ and joint attention.
4. Tierney C et al., 'How Valid Is the Checklist for Autism Spectrum Disorder When a Child Has Apraxia of Speech?', Journal of Developmental and Behavioral Pediatrics 2015: Childhood apraxia of speech co-occurs with autism at higher rates than in the general population and requires differentiated assessment and treatment.
5. Millar DC et al., 'The Impact of AAC on Natural Speech Development', American Journal of Speech-Language Pathology 2006: No evidence exists that AAC inhibits speech development; evidence suggests AAC supports or facilitates natural speech.
6. American Speech-Language-Hearing Association (ASHA), Augmentative and Alternative Communication: ASHA states AAC should be considered for any individual who cannot meet daily communication needs through natural speech alone; CCC-SLP is the baseline credential for SLPs.
7. Kasari C et al., 'Joint Attention, Symbolic Play, Engagement and Regulation (JASPER) intervention', Journal of Consulting and Clinical Psychology 2010: Targeting joint attention and symbolic play in autistic preschoolers produces measurable gains in language and social communication.
8. National Research Council, 'Educating Children with Autism', National Academies Press 2001: Higher intervention dosage in early childhood, more hours per week across more days, produces better communication outcomes for autistic children.
9. McCune L, 'A Normative Study of Representational Play at the Transition to Language', Developmental Psychology 1995: Symbolic play development and vocabulary development are parallel processes sharing the same cognitive capacity for representation.
10. Tiede G & Walton KM, 'Meta-analysis of Naturalistic Developmental Behavioral Interventions for Young Children with Autism', Autism 2019: Naturalistic developmental behavioral interventions (NDBIs) have a stronger evidence base than discrete trial approaches alone for early childhood communication in autism.
11. Center for Parent Information and Resources (CPIR), U.S. Department of Education: CPIR maintains a directory of federally funded parent training and information centers by state to support families navigating special education.
12. American Academy of Pediatrics (AAP), 'Identifying Infants and Young Children with Developmental Disorders', Pediatrics 2006: AAP recommends developmental surveillance at every well-child visit and standardized screening at 18 and 24 months; early referral to early intervention is indicated when delays are identified.