A child’s ability to use a skill can change depending on the environment, sensory demands, stress, fatigue, familiarity, processing demands and how much support is available. A child might communicate easily about a favorite subject but struggle to answer an unexpected question. They might independently request something they want but use fewer words when overwhelmed. This doesn’t necessarily mean the skill has disappeared. Instead of looking only at whether your child can perform a skill, notice when and under what conditions the skill is easiest to use. That information can help you provide the right supports and gradually make the skill easier to use in different situations.