As verbal individuals, we use language to serve a variety of functions.  These functions include:

• Social closeness (e.g., “Can I tell you a story?” or “Let’s get together for coffee” or “Kiss please”)
  • Etiquette (e.g., “Please” or “Sorry” or “I really appreciate all of your help”)
  • Information Transfer (e.g., “My children went to the beach this summer” or “Two plus two equals 4” or “Big truck”)
  • Wants and Needs (e.g., “I need my glasses” or “I would like to wear the red dress with the pink tights” or “More juice”)
  • Internal Dialogue (e.g., “Remember the library book” or “First I have to listen to the story, then I can swing.”)

In addition, we use language in a variety of different ways.  Sometimes, we use a word or a phrase to quickly get into an interaction or express an opinion.  Sometimes, we ask specific questions or give long, detailed answers.  We use simple words in some interactions and more complex language at other times. Variety in spoken language is applicable for both children and adults.  Certainly, we learn more vocabulary and more complex ways of combining language as we grow.  But even young children use language creatively to both serve different functions and learn more language.  We want the same variety for individuals with complex communication needs (CCN).  But, how can we help these individuals serve the same communicate functions?  How can we encourage them to use language in a wide variety of ways?  How can we support both successful day-to-day interaction and the development of higher-level language and literacy skills?  This session is designed to answer these questions for individuals with CCN at a variety of communication levels.