When We Presume Competence, Harness the Pygmalion Effect, and Commit to Practice, We Create the Conditions Needed for Non-Speakers to Grow

Let’s start with the foundation: Presuming Competence.

Where do we even begin with this one?

For many families of non-speaking individuals, apraxia means the journey often starts with limiting assumptions. Diagnoses such as severe learning difficulties or global developmental delay can dramatically underestimate cognitive ability and shape expectations from the very beginning.

When families are seeking guidance and support, it is natural to trust professional advice. Yet often, even well-meaning professionals do not fully understand the complexities of apraxia. As a result, many families follow recommendations built on the assumption that understanding is limited.

For example, strategies such as “Keep It Short and Simple” may be introduced, reducing communication to one- or two-word phrases. These approaches are often well-intentioned, but they can stem from the belief that the individual cannot understand more.

Yet spelling often reveals a very different reality: comprehension may have been there all along, simply waiting for a pathway to expression. Language was never the issue — motor was.

Once parents, carers, or teachers understand the neurology of apraxia — that language comprehension and language formulation are controlled by different parts of the brain than motor and sensory processing, and that all communication relies on motor output guided by our sensory systems — the foundations are laid.

These foundations shift the paradigm completely. We can begin to truly presume cognitive competence while addressing and coaching the motor system in parallel.

So, how do we presume competence?

• We tell our non-speakers that we know that they understand but that they struggle to get their bodies to comply.

• We speak in an age-appropriate manner — no more “keeping it short and simple,” thank you.

• We read age-appropriate literature.

• We teach age-appropriate content.

• We understand that listening doesn’t have a look.

• We break activities down into manageable motor steps and coach them.

• We empathise with unruly bodies.

• We prioritise regulation because we know the sensory and motor cortex need this to function.

The list goes on.

But saying “I know you understand” and saying “I believe in you and your ability” are two different things.

Enter the Pygmalion Effect.

The Pygmalion effect is the psychological phenomenon whereby higher expectations can lead to improved performance.

Once we have laid the foundation of presuming competence — knowing that non-speakers understand and that they can learn and want to learn — we can begin setting the bar high. We demonstrate high expectations and allow that belief to shape the way we provide support.

So how do we demonstrate belief in our non-speakers, and build the confidence of those who have spent far too long feeling the opposite from those around them?

Most simply, we can tell them:

“I know you can do this.”
“I believe in you.”
“I know how smart you are and what you are capable of.”

But actions often speak even louder than words.

We demonstrate belief by thoughtfully raising the bar through incremental and achievable goal-setting.

For a practitioner or CRP, being able to assess where a non-speaker is in terms of regulation, motor ability, and cognition — and then planning the next appropriate step — is critical. This not only demonstrates belief, but also builds confidence and supports long-term success.

Analytical reflection before and after sessions is therefore a core part of supporting growth:

So how do we do this? By asking ourselves questions such as:

• Is my speller accurate on the three-letter boards without gestural or directional prompts? If yes, is it time to move to the 26-letter board?

• Is my speller accurately accessing known answers on the 26-letter board without significant support? If yes, is it time to increase to semi-open questions?

• Can my speller accurately answer open questions on a laminate board? If yes, is it time to move to the keyboard?

Making these transitions at the appropriate time shows our spellers that we believe in them. Every raised expectation becomes another message of confidence.

The final powerful “P” is Practice.

We can have all the understanding and belief in the world, but without practice, our spellers cannot progress. Their bodies require consistent, regular, effective motor coaching. They need support to strengthen and reinforce new neural pathways, and this only comes through focused practice and with skilled and knowledgeable support from a practitioner or communication regulation partner (CRP).

Learning these motor pathways is no different from learning to drive or play the guitar - all new motor skills require practice and coaching. 

A key point that cannot be missed is that: practice makes permanent, not perfect. That is why working within evidence-informed and well-grounded techniques is so important.

So, how do we commit to practice?

• We build spelling into our routine

• We practice even when it feels tough

• We prioritise spelling practice and commit to it in the same way we would support a child learning to read — daily, if possible.

• We stick to proven, tried and tested methods within our practice.

• We seek support from a practitioner

• We coach additional CRPs

The coaching of new CRPs is important. A practitioner may see a client once or twice a week — but is that enough to create meaningful progress without consistent support between sessions? And is that enough, long term, to provide access to robust and reliable communication for our non-speakers? For many non-speakers the answer to both of these questions is often no and that is why it is so important for an additional CRP(s) who are able to commit to frequent practice to be introduced and coached.

The combination of Presuming Competence, the Pygmalion Effect, and Practice creates the conditions in which non-speakers can thrive. Each element matters on its own, but together they form a powerful framework for growth, confidence, communication, and autonomy. When we presume competence, believe deeply in potential, and commit to consistent practice, we stop limiting non-speakers by our expectations and start supporting them to reach their own.