Answering yes/no questions is a very important skill, especially for children with limited verbal skills. If a child can answer yes/no questions, it expands how much they can tell an adult or caregiver almost exponentially. Yes and No are so powerful!

Yes/No are also ideal target words because they can be expressed simply, with or without verbal words. Children can nod, vocalize, or look happy to express “yes.” They can shake their head, look unhappy, or push away to express “no.” Yes/no questions can apply across many different settings, from snack time (do you want a cracker?) to recess (do you want the ball?) to bedtime (do you want your red pajamas?). They allow parents and caregivers to offer choices, and children to have more control over their lives by expressing opinions. Being able to answer yes/no questions can reduce frustration for both children and parents, especially for children with communication difficulties.

Using gestures or facial expressions is often how children start expressing their preferences. Sometimes making a face is enough, but sometimes the rejection can be pushing or throwing, which we don’t want! Starting with what we know the child wants to tell us, we can build those preferences into more conventional ways to indicate yes/no. If a child is using a push-away to express rejection, we can pair that with a sign or word to help them learn more socially acceptable ways to get their message across. Adults modeling yes/no in situations that children are currently in is very important for emerging communicators to learn how to use yes/no themselves.

There are different kinds of yes/no questions, also. Yes/no questions that are preference-based (example: Do you want a cookie?) are easier than fact-based yes/no questions (example: Is this a cookie?). Students typically master preference-based yes/no questions before they can answer fact-based yes/no questions.
yes no

Using visual supports is essential for students who have difficulty with yes/no. The graphic above is one I use every day. I have two cards – one with “yes” and one with “no.” When I ask a student a question, I hold up the cards so they can see their options for answering. It helps cue students who may not remember the words independently, but can point to the answer they mean with the visual support. This can reduce the amount of echolalia that students may use (repeating the question instead of answering it). A student can say Yes/No, point to the word they want, or even look at the word that they mean.


This month we are reading Are You My Mother? by P.D. Eastman during circle time. Each time the baby bird meets a new creature, I ask the question “Is the [cat/dog/cow/boat] his mother?” The board gives visual supports, along with pictures for the “yes” and “no” for modeling and pointing.

Are you my mother

Other books ideal for working on yes/no:

Additional resources:

Lastly, here is a video with a catchy song about yes/no, made by an SLP working on a kickstarter project. There are words that pop on the screen about their project, which is a bit annoying, but the song is pretty fun and could be engaging for a student who doesn’t mind the words, but enjoys music and puppets.