A child may have communication skills that are not equally accessible in every setting or moment. This often becomes especially noticeable during the transition to preschool or kindergarten, when children are adjusting to new routines, new expectations, new social demands, and often much more stimulation. What looks like inconsistency may sometimes reflect changes in access rather than lack of ability.

This perspective shapes how I assess and support communication. I look not only at what a child can do, but also at the conditions that help communication become more available. That includes attention to pacing, sensory and emotional needs, environment, and supportive communication pathways such as visual supports and gestures.

When children enter preschool or kindergarten, it is common for communication to look different across home and school. A child may be capable of more than they can show in a busy or unfamiliar setting. Understanding that can help adults respond with more support, more flexibility, and more realistic expectations.

My goal is to help each child communicate in ways that feel more accessible, successful, and meaningful, especially during important transitions such as the move into preschool or kindergarten.