[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-139509-en":3,"doc-seo-139509-105":30,"detail-sidebar-cat-0-en-105":91},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":4,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29},139509,549768064778,"Felix Montgomery","https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8",7,"Healthcare","Wait - For Educators, Related Service Providers and Parents","Teaching strategies for using the core AAC word “wait” to support expressive grammar, syntax, and vocabulary through recasting and immediate modeling. Provides practical examples for multiple daily contexts, including snack/mealtimes, circle time, transitions, play and recess, reading recommendations via videos, social interactions, sensory-motor tasks, structured classroom activities, and art or science games. Emphasizes frequent, vocalized recasting, clear routines, and gradual increases in waiting tolerance with reinforcement.","CORE WORD: Wait  \nFor Educators, Related Service Providers and Parents  \nRecasting: Recasting is a helpful strategy that assists individuals who use AAC gain expressive grammar, syntax, and vocabulary. When the communication partner immediately responds to utterances by modeling or ‘recasting’ a more expansive version of their message,(e.g., STUDENT: “want crackers” ADULT: “I want more crackers, please.”), this provides a dynamic interaction where thereis no expectation of repetition. It is recommended that the strategy of RECASTING is utilized frequently and vocally emphasized by changes in loudness and pause time. (Parker, 2012) .  \nWAYS WE CAN USE THE WORD  \nREQUEST (e.g. , Wait a minute! Wait for me!)  \nDELAY ACTION (e.g., Wait, I’m not ready!)  \nEXPRESS AN ACTION (e.g. , I’ll wait here. )  \nCOMMENT (e.g. , I can’t wait!)  \nROUTINES AND SCHEDULES  \nSnack/mealtimes: Students can make popcorn in a microwave and talk about how they need to wait for it to pop to eat it. Any recipe that requires baking or wait time (e.g. , cookies, pudding, etc. ) can also be used for this purpose. Adults can talk with students about waiting until the recipe is complete before they can eat it.  \nCircle: As the circle time routine takes place, adults can model use of the word wait as they provide instructions (“Circle Tuesday and then wait.” “Raise your hand and then wait to be called on!”  \nTransitions: For any scheduled transitions, adults can ask students if they are ready or if they need to wait a minute to get ready.  \nPLAY  \nToys and Games: Students can play Duck-Duck-Goose, and adults can talk  \nabout how everyone needs to wait to hear “goose” before they get up and run.  \nStudents can play a game with a parachute and utilize the word, ‘wait’ for students to wait for directions and for their turns. Adults can call out directions such as “Wait for me to say go.” or “Let’s all bring the parachute up” or “I’ll say two names, and those two people will switch sides...wait   go!”  \nRecess: Students can play Red Light, Green Light. When someone says,“Green light,” students move. When someone says,“Red light,” they stop and wait.  \nREADING  \nHere are some suggested books on YouTube that can assist in teaching the core word:  \nWaiting Is Not Easy! by Mo Willems-Read Aloud by Heather's Story Time Corner  \n[https://www.youtube.com/watch?v=HTS_ohuhhPA](https://www.youtube.com/watch?v=HTS_ohuhhPA)  \nI'll Wait Mr. Panda, by Steve Antony, courtesy of Ms. Becky & Bear's Storytime  \n[https://www.youtube.com/watch?v=3Nt7nuQeThQ](https://www.youtube.com/watch?v=3Nt7nuQeThQ)  \nThis Monster Cannot Wait by Bethany Barton, courtesy of Jale Aydin (video starts too quiet but gets louder after a few seconds, so just WAIT!)  \n[https://www.youtube.com/watch?v=99-u_FtNyv0](https://www.youtube.com/watch?v=99-u_FtNyv0)  \nSOCIAL INTERACTIONS AND VIDEO MODELING Students can request that others wait for them.  \nWhen interacting socially, adults can model and students can comment “I can’t wait” when something exciting is about to happen.  \nWhen walking together, one person (student or adult) can let the other know,“I’ll wait here” or request,“(You) Wait here.”  \nSENSORY MOTOR  \nStudents can play with shaving cream or use play doh to spell words or make shapes. Adults can instruct them to wait to hear the direction before they begin the next step. If students aren’t ready at any point, they can request that the adult waits before moving on.  \nStudents can complete a circuit of fitness exercises, with each student at one station at a given time. When the time is up, adults can model that students should wait and take a breath, then give a signal to switch. Students can request that the group wait if they are not ready.  \nVIDEOS, MUSIC, ANIMATED SHORTS  \nI Just Can't Wait to Be King (From \"The Lion King\")  \n[https://www.youtube.com/watch?v=ysb_gxJ8LE4](https://www.youtube.com/watch?v=ysb_gxJ8LE4)  \nYoung Adults  \nMumford & Sons- I Will Wait (Official Music Video)  \n[https://w","cbCaimWaPSQsXx58","https://ap.wps.com/l/cbCaimWaPSQsXx58","pdf",513722,1,27,"English","en",105,"# Core Word and Recasting Strategy\n## Ways We Can Use the Word: Request, Delay, Express Action, Comment\n## Routines and Schedules\n## Play\n## Reading\n## Social Interactions and Video Modeling\n## Sensory Motor\n## Videos, Music, Animated Shorts\n## Structured Activities\n## Art or Science Activities","[{\"question\":\"How does recasting help AAC users learn to communicate with “wait”?\",\"answer\":\"Recasting models a more expansive version of a learner’s message right after the learner communicates, without requiring repetition. It supports expressive grammar, syntax, and vocabulary growth while keeping interaction dynamic.\"},{\"question\":\"What does the word “wait” mean in different communication situations?\",\"answer\":\"“Wait” can function as a request (e.g., wait a minute), a delay action (e.g., I’m not ready), an expression of action (e.g., I’ll wait here), and a comment (e.g., I can’t wait).\"},{\"question\":\"How can educators build tolerance for waiting when a student has limited patience?\",\"answer\":\"Educators can increase waiting tolerance by signaling “Wait,” then counting down in short steps (e.g., 3, 2, 1) and acknowledging success with positive reinforcement and a preferred item. As the student succeeds with smaller increments, the waiting time can be gradually increased.\"}]","Wait - For Educators, Related Service Providers and Parents | PDF",1787549892,68,{"code":4,"msg":31,"data":32},"ok",{"site_id":24,"language":23,"slug":33,"title":13,"keywords":34,"description":14,"schema_data":35,"social_meta":86,"head_meta":88,"extra_data":90,"updated_unix":28},"wait-for-educators-related-service-providers-and-parents","",{"@graph":36,"@context":85},[37,54,68],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,48,51],{"item":41,"name":42,"@type":43,"position":20},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":47},"https://docshare.wps.com/document/","Document",2,{"item":49,"name":12,"@type":43,"position":50},"https://docshare.wps.com/document/healthcare/",3,{"item":52,"name":13,"@type":43,"position":53},"https://docshare.wps.com/document/wait-for-educators-related-service-providers-and-parents/139509/",4,{"url":52,"name":13,"@type":55,"author":56,"headline":13,"publisher":58,"fileFormat":61,"inLanguage":23,"description":14,"dateModified":62,"datePublished":62,"encodingFormat":61,"isAccessibleForFree":63,"interactionStatistic":64},"DigitalDocument",{"name":9,"@type":57},"Person",{"url":41,"name":59,"@type":60},"DocShare","Organization","application/pdf","2026-08-24",true,{"@type":65,"interactionType":66,"userInteractionCount":4},"InteractionCounter",{"@type":67},"ViewAction",{"@type":69,"mainEntity":70},"FAQPage",[71,77,81],{"name":72,"@type":73,"acceptedAnswer":74},"How does recasting help AAC users learn to communicate with “wait”?","Question",{"text":75,"@type":76},"Recasting models a more expansive version of a learner’s message right after the learner communicates, without requiring repetition. It supports expressive grammar, syntax, and vocabulary growth while keeping interaction dynamic.","Answer",{"name":78,"@type":73,"acceptedAnswer":79},"What does the word “wait” mean in different communication situations?",{"text":80,"@type":76},"“Wait” can function as a request (e.g., wait a minute), a delay action (e.g., I’m not ready), an expression of action (e.g., I’ll wait here), and a comment (e.g., I can’t wait).",{"name":82,"@type":73,"acceptedAnswer":83},"How can educators build tolerance for waiting when a student has limited patience?",{"text":84,"@type":76},"Educators can increase waiting tolerance by signaling “Wait,” then counting down in short steps (e.g., 3, 2, 1) and acknowledging success with positive reinforcement and a preferred item. 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