Revision 7T · Full Tutorial Edition · Updated 1 September 2026
PWR-061 · SUPERVISED full tutorial
Send one message using speech, gesture, writing or AAC—and verify that it arrived
Communication recovery can restore a skill or reroute meaning through another channel; speech is only one valid path. This lesson teaches a complete supported exchange: choose one message, prepare a usable modality, give time, verify meaning and repair only the failed part. Partner behaviour is measured alongside the learner's response.
What you will produceWith a speech-language professional, the learner reliably communicates one chosen need or fact to a partner using the preferred mode and a verification step.
Method8 numbered Power-specific steps
Practice authorityFull method with qualified supervision where stated
Full step-by-step individual tutorial · TLU-PWR-061
With a speech-language professional, the learner reliably communicates one chosen need or fact to a partner using the preferred mode and a verification step.
Mei and the SLP set the keyed meaning ‘the clinic appointment is Friday, not Thursday’ and place Mei's AAC calendar within reach beside her speech response.
Her daughter practises facing Mei, asking one short question, waiting ten seconds and then stating the understood day for yes/no verification.
Mei attempts the message once; her daughter does not complete a word or point to a day before Mei responds.
If day or negation is missed, Mei repairs with the calendar while preserving her speech attempt; her daughter verifies ‘Friday, not Thursday?’
They repeat with the separately keyed message ‘I want tea, not coffee’ and record correct meaning units, modes, partner prompts, time, fatigue and preference.
Repeat plan
Practise a small set of meaningful messages at the frequency set by the SLP. Progress from known partner/topic to one changed feature at a time, while preserving AAC and other successful modes.
Progress when
More messages are verified correctly with equal or fewer cues.
The learner initiates or repairs using a chosen route.
Success transfers to a meaningful partner or setting without excessive fatigue.
Do not progress when
Communication becomes coercive, humiliating or rushed.
Sudden new language, speech or understanding loss appears.
AAC, hearing or visual access is missing and makes the task invalid.
8 · Check the result
Measure what changed
Reliable message exchange, participation, fatigue and person-chosen modality
How: Record correctly verified messages out of trials, missing meaning units, modality, partner prompts, time, fatigue and learner-rated usefulness.
Good result: A new meaningful message is verified accurately with the declared speech/AAC/partner supports and acceptable fatigue; prompt count and user preference remain visible rather than becoming a universal communication pass score.
This does not prove: Message success, participation, partner burden and person-defined communication matter alongside impairment tests; speech output alone is insufficient.
Self-check
Can you demonstrate “Choose the best mode”? The chosen mode is available, positioned and accessible.
Can you demonstrate “Verify meaning”? The learner confirms or rejects the partner’s interpretation.
Can you demonstrate “Record participation and fatigue”? Accuracy and user preference are recorded separately.
9 · Stop, adapt or get help
Keep the safety boundary practical
Stop and get help
Treat sudden new speech/language loss, facial weakness or confusion as an emergency and seek urgent help.
Stop a session for distress, severe fatigue, pain, escalating frustration or loss of consent.
Contact the SLP when communication declines, the AAC system fails or supporters cannot use the agreed method.
Accessibility and adaptations
Offer eye-gaze, partner-assisted scanning, switches, gesture, drawing and yes/no signalling.
Reduce visual clutter, background noise and sentence length while keeping adult meaning.
Count a partner-directed message as valid communication; independence does not require unaided speech.
10 · Evidence and limits
Why these instructions are here
primary research
A randomised trial supports intensive speech-language therapy for selected people with chronic aphasia under a defined clinical programme.
Caterina Breitenstein; Tanja Grewe; Agnes Flöel; Wolfram Ziegler; Luise Springer; Peter Martus; Walter Huber; Klaus Willmes; E Bernd Ringelstein; Karl Georg Haeusler; Stefanie Abel; Ralf Glindemann; Frank Domahs; Frank Regenbrecht; Klaus-Jürgen Schlenck; Marion Thomas; Hellmuth Obrig; Ernst de Langen; Roman Rocker; Franziska Wigbers; Christina Rühmkorf; Indra Hempen; Jonathan List; Annette Baumgaertner; FCET2EC study group · 2017 · Primary research
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Step-by-step learner mode
Each activity includes its success check, a nearby accessible alternative and an “I’m stuck” correction path. Alternatives preserve the target where possible; when they change the task, Titan labels them as related rather than equivalent.
01
Choose one exact message
Select a message with a verifiable meaning, such as “I want tea, not coffee” or “the appointment is Friday”.
Why this step exists
A precise message can be checked; “communicate better” cannot.
Success check
The clinician has an answer key for the intended meaning.
I’m stuck on this step
Reset: Re-read this authored instruction — “Select a message with a verifiable meaning, such as “I want tea, not coffee” or “the appointment is Friday”.” — and its success check, then attempt only this step.
Possible snag: The result from “Select a message with a verifiable meaning, such as “I want tea, not coffee” or “the appointment is Friday”.” does not yet meet this declared check: The clinician has an answer key for the intended meaning.
Correction: Return to the start of “Choose one exact message”, reduce complexity or pace, and repeat only the part needed to satisfy: “The clinician has an answer key for the intended meaning.”
Stop / get help: Treat sudden new speech/language loss, facial weakness or confusion as an emergency and seek urgent help.
02
Choose the best mode
The learner selects speech, gesture, key word, drawing, writing, AAC or a combination before starting.
Why this step exists
Communication success matters more than forcing one channel.
Success check
The chosen mode is available, positioned and accessible.
I’m stuck on this step
Reset: Re-read this authored instruction — “The learner selects speech, gesture, key word, drawing, writing, AAC or a combination before starting.” — and its success check, then attempt only this step.
Possible snag: Require speech alone to make the attempt count.
Correction: Use the learner’s most effective speech, gesture, writing or AAC.
Possible snag: Call supported success independent speech recovery.
Correction: Record partner prompts, mode and fatigue.
Stop / get help: Treat sudden new speech/language loss, facial weakness or confusion as an emergency and seek urgent help.
03
Set the partner’s behaviour
The partner faces the learner, reduces background noise, uses one short prompt and then waits the agreed time.
Why this step exists
Rushing and repeated questions can block a message that is forming.
Success check
The partner can state the prompt and wait rule.
I’m stuck on this step
Reset: Re-read this authored instruction — “The partner faces the learner, reduces background noise, uses one short prompt and then waits the agreed time.” — and its success check, then attempt only this step.
Possible snag: The result from “The partner faces the learner, reduces background noise, uses one short prompt and then waits the agreed time.” does not yet meet this declared check: The partner can state the prompt and wait rule.
Correction: Return to the start of “Set the partner’s behaviour”, reduce complexity or pace, and repeat only the part needed to satisfy: “The partner can state the prompt and wait rule.”
Stop / get help: Treat sudden new speech/language loss, facial weakness or confusion as an emergency and seek urgent help.
04
Send the message
The learner gives the message with the chosen mode; the partner does not guess or finish it early.
Why this step exists
An unhurried attempt reveals what the learner can convey with declared support.
Success check
A complete attempt occurs before correction.
I’m stuck on this step
Reset: Re-read this authored instruction — “The learner gives the message with the chosen mode; the partner does not guess or finish it early.” — and its success check, then attempt only this step.
Possible snag: Repeat, rephrase and finish the sentence immediately.
Correction: Ask one clear question and wait.
Stop / get help: Treat sudden new speech/language loss, facial weakness or confusion as an emergency and seek urgent help.
05
Verify meaning
The partner repeats or points to the understood message and asks for yes/no confirmation.
Why this step exists
Verification catches fluent but incorrect or incomplete understanding.
Success check
The learner confirms or rejects the partner’s interpretation.
I’m stuck on this step
Reset: Re-read this authored instruction — “The partner repeats or points to the understood message and asks for yes/no confirmation.” — and its success check, then attempt only this step.
Possible snag: Assume a nod or fluent phrase was understood.
Correction: Verify the exact meaning.
Stop / get help: Treat sudden new speech/language loss, facial weakness or confusion as an emergency and seek urgent help.
06
Locate the breakdown
If wrong, identify whether the key person, action, object, time or yes/no choice was missed.
Why this step exists
Repairing one missing unit is easier than restarting everything.
Success check
One missing meaning unit is named.
I’m stuck on this step
Reset: Re-read this authored instruction — “If wrong, identify whether the key person, action, object, time or yes/no choice was missed.” — and its success check, then attempt only this step.
Possible snag: The result from “If wrong, identify whether the key person, action, object, time or yes/no choice was missed.” does not yet meet this declared check: One missing meaning unit is named.
Correction: Return to the start of “Locate the breakdown”, reduce complexity or pace, and repeat only the part needed to satisfy: “One missing meaning unit is named.”
Stop / get help: Treat sudden new speech/language loss, facial weakness or confusion as an emergency and seek urgent help.
07
Repair with another route
Add a written key word, gesture, picture or constrained choice while preserving the learner’s agency.
Why this step exists
A second route can carry meaning when one channel is impaired.
Success check
The corrected message is confirmed without pretending no help was used.
I’m stuck on this step
Reset: Re-read this authored instruction — “Add a written key word, gesture, picture or constrained choice while preserving the learner’s agency.” — and its success check, then attempt only this step.
Possible snag: Restart repeatedly or pretend to understand.
Correction: Fix the missing meaning unit with another route.
Stop / get help: Treat sudden new speech/language loss, facial weakness or confusion as an emergency and seek urgent help.
08
Record participation and fatigue
Record whether the message succeeded, which cues and modes were used, time, effort and whether the learner would choose this method in daily life.
Why this step exists
A clinic response is useful only if acceptable and usable.
Success check
Accuracy and user preference are recorded separately.
I’m stuck on this step
Reset: Re-read this authored instruction — “Record whether the message succeeded, which cues and modes were used, time, effort and whether the learner would choose this method in daily life.” — and its success check, then attempt only this step.
Possible snag: The result from “Record whether the message succeeded, which cues and modes were used, time, effort and whether the learner would choose this method in daily life.” does not yet meet this declared check: Accuracy and user preference are recorded separately.
Correction: Return to the start of “Record participation and fatigue”, reduce complexity or pace, and repeat only the part needed to satisfy: “Accuracy and user preference are recorded separately.”
Stop / get help: Treat sudden new speech/language loss, facial weakness or confusion as an emergency and seek urgent help.
Correct versus incorrect execution
These accessible process diagrams are built from the tutorial’s own right/wrong teaching. They are not anatomical illustrations and do not add technique beyond the canonical tutorial.
Response mode — Forcing one channel can hide real communication ability.
Correct / safer
Use the learner’s most effective speech, gesture, writing or AAC.
Wrong / riskier
Require speech alone to make the attempt count.
Partner timing — Too much partner speech adds processing load and steals the turn.
Correct / safer
Ask one clear question and wait.
Wrong / riskier
Repeat, rephrase and finish the sentence immediately.
Understanding — Apparent fluency can still carry the wrong message.
Correct / safer
Verify the exact meaning.
Wrong / riskier
Assume a nod or fluent phrase was understood.
Repair — Targeted repair is more efficient and honest.
Correct / safer
Fix the missing meaning unit with another route.
Wrong / riskier
Restart repeatedly or pretend to understand.
Score — Support is part of the communication system.
✓ Materials or supplied records are declared — present
✓ Measurement or assessment rule is present — present
✓ Tutorial-specific troubleshooting is present — present
✓ Stopping or escalation boundary is present — present
✓ Every activity has an adjacent alternative — present
✓ Correct-versus-incorrect comparison is present — present
✓ Evidence context is bound to the Power record — present
✓ Planning metadata is present — present
The method-readiness band and presence checklist assess tutorial presentation and are separate from evidence quality for the underlying Power. They are automated editorial aids, not human approval.
Manual editorial sign-off: Pending. This tutorial must not display a human-approved state until an identified editor signs the exact content hash.