The goal is to achieve synchrony between cognition and motor.

Skilled and rigorously trained communication partners teach purposeful motor skills using a heirarchy of verbal and gestural prompts.

Teaching and motor practice centers around engaging lessons.

Motor skills progress along an inreasingly complex hierarchy from pointing to letters to typing independently on a keyboard.

Communication moves from concrete to abstract as motor skills progress.

Apraxia is the inability to perform purposeful motor actions despite the desire and physical ability to do so.

Apraxia is a disconnect between the brain and body.

Apraxia of speech effects the planning and sequencing of muscles used for speech.

To presume competence means simply to assume that a person can and wants to learn. 

The least dangerous assumption is the presumption of competence. When facing uncertainty about a persons's abilities, educators should assume they are competent, capable of learning, and understanding, as this leads to less harm than underestimating them.

To do otherwise can result in harm such as less education and social opportunites, segregation, denial of the ability to communicate and less choices as an adult.

Anyone with motor-sensory issues that do not allow themselves to use their mouth to produce robust, reliable and novel communication.

Unreliable speakers (rote basic communciation lacking depth, scripted speech), nonspeaking people, and minimal speakers.

70% of spellers are autistic and the other 30% have disabilities such as down syndrome, cerebral palsy and other genetic conditions or symptoms that effect motor-sensory skills.