Following are four approaches which have been developed and used to stimulate communication.

Van Dijk Technique
This technique is not a sequence of specific communication activities, but a methodology that establishes structure of all of the child's daily activities. This program works well with children with severe multiple disabilities. Van Dijk's program is composed of four levels called resonance, co-active, imitation and gestures. Activities within each level are designed to encourage the child to develop the concepts of self and environment, and environment and representation of it. At the basic level, an example of application is as follows:

a. begin movement or activity (give input 5-10 repetitions),
b. stop and wait for a response to indicate continuation of the activity,
c. after 10 seconds ask "Do you want more . . . " (input or continuation of the activity), wait 5-10 seconds for the designated response (vocalization, body movement, eye gaze etc.),
d. if there is a response repeat or if there is no response assume the child is indicating finished.

Facilitated communication
There is much controversy surrounding this method. However, it is likely that this method may be presented as an issue when working with children with disabilities especially autism. Facilitated communication can be defined as a method of communication for individuals who are nonverbal or limited verbally, including those with autism, cerebral palsy or other developmental disabilities. This method involves a facilitator providing a physical support to the student which enables the student to point on a communication board or device in response to questions. The background and philosophy of this method can be found in literature.

Whole language
This approach has been used in early childhood special education classes and early childhood classes. The whole language approach focuses on children learning communication skills from each other and from their experiences with favorite stories and early literacy activities. Language development is promoted through a variety of activities throughout the day that center around common themes and encourage multi-sensory experiences with the language concepts. Some of the components of whole language in early childhood education include the use of classic children's literature, universal themes, holistic language development, and the development of whole class bonding activities.

Augmentative communication systems and assistive technology
Augmentative and alternate communication refers to techniques that supplement or serve as an alternative to speech (Read more about Augmentative and Assistive Communication). Assistive technology includes any kind of adaptive aid that helps a child with disabilities perform activities and functions. These devices help children with disabilities to speak, hear, see, write, and function in their environments. The reasons to use an augmentative communication system or assistive technology include: to promote greater participation in the school setting, promote social interaction, reduce frustration associated with communicative failure, facilitate language development , and enhance language comprehension and production. In order to effectively use any augmentative system with a child, the adult needs to know the potential usage capabilities of that system and also the vocabulary related for the child's system. Some examples of devices which have worked well for children include: the Wolf, MacCaw and Introtalker. These are communication devices which have voice output when the child pushes a picture or photograph. There are many augmentative communication systems; therefore, it is important to consult with an assistive technology specialist , the speech-language pathologist and other related service staff (Read more about different kinds of augmentative communication systems) .