SLT BLOG: Teaching “Wait” and “Help” Requests for Daily Communication
- 1 day ago
- 2 min read
TODAY'S SLT BLOG IS FROM BRÍD O' CONNELL
Learning to request “wait” and “help” can reduce frustration and support safety, independence, and calmer communication throughout the day. These are two high-value communication skills—especially during routines where demands and delays happen often (snack, turn-taking, getting dressed, waiting in line).
What “Wait” and “Help” Mean
Wait: a child is letting the communication partner know the child can pause until the need is met.
Help: a child is letting the communication partner know support is needed to complete something.
Why Teach These Requests?
Prevents escalation when a child cannot get something immediately.
Builds trust: adults respond to the child’s message.
Encourages problem-solving instead of shutdown or tantrums.
Creates more predictable, successful interactions.
Practical Ways to Teach “Wait”
1) Use a simple script + visual
Pick one phrase and one gesture:
“Wait, please” + a small hand signal (stop/hold up one finger).
Use the same wording every time.
2) Teach with short delays first
Start with waits the child can succeed at (5–10 seconds), then gradually increase. Reinforce success quickly (verbal praise, choice, or a preferred routine item).
3) Pair “wait” with a job to do
Give something concrete during the wait:
hold a toy while counting
look at a picture
choose between two options (“wait for juice… pick cup A or B”)
4) Use First/Then
A visual helps the child understand the pause:
First: wait
Then: help/turn/snack
Practical Ways to Teach “Help”
1) Make help opportunities “just-right”
Create moments where support is needed but not overwhelming:
open a container halfway
put a zipper too far to reach
set up an “almost finished” craft
2) Provide a clear prompt hierarchy
Common approach:
Model: say/sign “help”
Prompt: physical/gesture prompt if needed
Choice: offer two options (“help or wait?”)
3) Teach a consistent help request format
Keep it the same every time:
“Help, please”
or “I need help”
paired with a gesture or picture
4) Respond immediately (at least at first)
Early success matters. When a help request is made, respond quickly and consistently. That connection strengthens the skill.
Quick Activity Ideas
Snack time delays: “Wait, please” while preparing; “help” if opening a container or asking for a utensil.
Turn-taking games: teach “wait” during “my turn/your turn” routines.
Obstacle course: a child reaches a “stuck” point → teach “help.”
What to Track (Simple Progress Monitoring)
Number of wait requests made during delays
Number of help requests made when support is needed
Reduction in behaviours during waiting or difficult tasks
How quickly help is requested (immediately vs after frustration starts)
