Speech Therapy

Meet Your Speech-Language Pathologists

Anna Ahlers, MS, CCC-SLP/L & Elizabeth Passini, MS, CCC-SLP/L

Anna and Elizabeth have been friends, colleagues, and collaborators for many years. Their journey began at Illinois State University, where they attended both undergraduate and graduate school together while pursuing degrees in Communication Sciences and Disorders.

After graduating with their Master’s degrees in Speech-Language Pathology in 2019, Anna and Elizabeth gained experience across a variety of settings, including:

• Early Intervention

• Private Practice

• Public Schools

These diverse experiences have allowed them to develop a broad range of clinical skills and a deep understanding of supporting children with a variety of communication needs.

Today, they are fortunate to work together serving students at Lighted Way, where they continue to collaborate closely in providing individualized, meaningful, and evidence-based speech-language therapy for the children and families they serve.

Having worked side-by-side throughout their careers, Anna and Elizabeth share a strong professional partnership grounded in collaboration, clinical expertise, and a commitment to supporting every child’s communication development and independence.

Supporting Communication at Every Level

What is Total Communication?

Total Communication means encouraging and accepting all forms of communication, not just spoken words. Communication can include:

• Facial expressions

• Gestures

• Pointing

• Sign language

• Pictures

• Communication boards/books

• Speech-generating devices (AAC)

• Vocalizations and speech

The goal is not to choose one method of communication. The goal is to give your child as many ways as possible to express themselves and connect with others.

Why is Communication Modeling Important?

Children learn communication by seeing others communicate. Whether your child uses gestures, pictures, signs, or an AAC device, they benefit from seeing communication modeled throughout daily activities.

Think about how children learn to talk—they hear thousands of words before they begin speaking. Children who use alternative forms of communication also need frequent exposure before they can independently communicate.

Supporting Different Communication Levels

Low-Tech Communication

Examples:

• Pointing

• Gestures

• Signs

• Picture cards

• Communication boards

How to Support:

• Point to pictures while you talk.

• Use and model simple signs.

• Respond to gestures and pointing as meaningful communication.

• Encourage choices by offering two pictures or objects.

Example:
While blowing bubbles, point to a picture of "MORE" and say, "You want MORE bubbles!"

Mid-Tech Communication

Examples:

• Single-message switches

• Simple voice-output buttons

How to Support:

• Program favorite phrases such as:

  • "More!"

  • "Go!"

  • "My turn!"

• Give plenty of opportunities to activate the button during play.

• Celebrate all attempts to communicate.

Example:
During a swing activity, help your child press "GO!" each time they want another push.

High-Tech Communication

Examples:

• Speech-generating devices (AAC)

• Tablet-based communication systems

How to Support:

• Model words on the device while speaking.

• Focus on 1–3 words at a time.

• Keep the device available throughout the day.

• Do not expect your child to immediately imitate what you model.

Example:
While drawing with chalk, select and say:

• LOOK

• BIG

• CIRCLE

• LIKE

Remember

Communication is more important than the method used.

Celebrate all communication attempts, whether your child uses a look, gesture, sign, picture, switch, AAC device, vocalization, or spoken word.

The more opportunities children have to see and use communication throughout daily activities, the more confident and successful communicators they become.