10 Premises for Teaching Requests to Beginning Communicators

Requesting is a communication skill that is often a fun goal to target because the end result should be ‘giving’ the learner what they want.  Here are some underlying premises when teaching requests:

1. The learner LOVES or places IMPORTANCE on what they are requesting
2. The facilitator may need to LOOK for & ACCEPT what the learner prefers
3. MOTIVATION and INTEREST can be TAUGHT with frequent and varied practice in predictable routines
4. Communication temptations give requesting more CLARITY for the learner
5. Learners can request WITHOUT  being asked a question (in fact, it helps with spontaneity)
6. Requests can be facilitated through CHOICE MAKING
7. Requests and choices GO WAY BEYOND  food & objects
8. The facilitator can MODEL requesting and choice making and then give the learner a turn
9. There can be monthly, daily, hourly,  minute, or even second CHANGES in preferences, motivations, and interests
10. Frequent OPPORTUNITIES for requests and choices are the key to TEACHING SPONTANEOUS communication

Don’t worry, if  requests get over used (it is a good problem to have) because once that happens then you can vary how to honor the overused request (i.e.,visual limits – 3 breaks per day, 1 McDonald trip per day/week, etc), “sorry, no more”, “later”, etc.).