The article is intended to help speech pathologists, classroom teachers, and parents interested in using a communication board strategy for a cerebral palsied, nonspeaking child. The first of four areas of concern in the use of a communicaton board covers factors influencing the use of such a system. Such factors as level of intellectual development, level of visual acuity, and the potential for speech are presented in this section. The second section covers such implementation factors as the mounting of the board on a child's wheelchair, the range of motion of the child, and the choice of words to be used on a communication board. The third section presents the three principal types of communication boards and the advantages and disadvantages of each. The fourth section covers the added problems presented by the prereading, nonspeaking child. (Author)