Core Vocabulary for AAC Bootcamp ESMA 2014

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This presentation for professionals who support AAC users was created and presented by Susan Malloy at AAC Bootcamp for Professionals for Easter Seals MA in August 2014

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  • Central, foundational, powerful, the things we all have in common, seeds of growth
  • Beukelman & Mirenda 3rd Ed., Gail Van Tatenhove “Pixon Project Kit,” Nancy Inman”s “Word Power” boards and software
  • Start with a lot of empty buttons.
    When you enlarge the vocabulary, the original words stay in the same location.
  • About 178 words, 204 items including the keyboard. A clear example of how literacy expands communication efficiency.
    If you need to make the buttons larger, you can put a keyboard button on the front and a keyboard on the back.
  • .
  • Core Vocabulary for AAC Bootcamp ESMA 2014

    1. 1. Core Vocabulary AAC Boot Camp Aug. 2014 Susan G. Malloy, M.S., CCC-SLP
    2. 2. “The Language Stealers”
    3. 3. Make a communication board
    4. 4. Use your communication board. Find a partner Select a book or do any other activity you can think of. One person will be the “non-speaking student” (using the communication board she made) and the other will be a “speaking adult.” Use the communication board to interact as you do the activity. After 5 minutes you’ll switch places. Have fun!
    5. 5. Comments?
    6. 6. Core Vocabulary “Words and messages that are: 1. Commonly used 2. By a variety of individuals and 3. Occur very frequently.” Which means you can talk to practically anyone about practically anything using core words… if you have enough of them! Core vocabularies need to grow with the individual. Beukelman & Mirenda , Augmentative & Alternative Communication, 4th Ed. 2013
    7. 7. Sources of core words Developmental lists Beukelman & Mirenda, 3rd Ed. Benajee, M., Dicarlo, C., & Stricklin, B. (2003). Core vocabulary determination for toddlers. Augmentative and Alternative Communication, 19, 67–73. Language sampling a/k/a Listening to what kids say. Existing core boards E.g., http://www.vantatenhove.com/ Nancy Inman’s Word Power on Board and related software (see TouchChat, Tobii ATI, PRC, and others) Prentke Romich Devices—PASS and NUVoice editing software
    8. 8. Basic Core Board
    9. 9. Simple core 24
    10. 10. Gail Van Tatenhove—The Pixon Project Kit and online resources Gail Van Tatenhove “Pixon” core board 112.
    11. 11. How many words to start with? Sometimes less is more…. BUT--
    12. 12. Most of the time, MORE is MORE. So start with MORE words.
    13. 13. Why start with lots of words? It’s what your parents did! If you start with only “more” and “all done” you can model three language functions: requesting, acceptance, rejection. If we only see and hear what we already know, how do we learn? Many AAC users have severely impaired receptive language. They need visual or multisensory cues to help them understand speech. More about that later….
    14. 14. How many words to start with? More than the student currently uses. As many as she can access visually and physically. If there are too many, reduce the number.
    15. 15. How to tell if there are too many words: If the student’s visual attention is better with smaller displays. E.g., he looks away, pushes away the core word page If his messages appear random across activities with a variety of communication partners. If he doesn’t attempt to access the large core word page but does use simpler displays.
    16. 16. One way to simplify
    17. 17. Some Modeling Strategies: Use natural gestures and facial expressions that the student can imitate—looking at nearby objects, making eye contact, nodding, pointing— to supplement the message. Select words telegraphically I, want, go, out While speaking naturally I want to go outside When speaking and listening, be aware of multiple meanings, e.g. “wet” can mean: I’m wet, wipe my chin, it’s raining, something spilled, etc. Expand on the user’s message: “Uh-oh! Your tray is all wet! Let’s clean that up” while pointing to the core words.
    18. 18. To make the most of limited “real estate” indicate the word or the picture, past or future. Gail Van Tatenhove “Pixon” core board.
    19. 19. Word Power on Board (N. Inman)
    20. 20. Put keyboard on reverse side
    21. 21. Things to notice: Left to right syntactic organization Color coding Questions Negatives Other than pronouns, how many NOUNS ? Where is “toilet?”
    22. 22. Gail Van Tatenhove—The Pixon Project Kit and online resources Gail Van Tatenhove “Pixon” core board 112.
    23. 23. Can you
    24. 24. Summarize a dissertation!
    25. 25. Core words in dynamic display devices: Word Power available with picture symbls or text only. Tobii, DynaVox, Prentke Romich, Saltillo, TouchChat for iPad. One-Hit Unity (non-readers)– PRC only Sequenced Unity – PRC only Lamp Words for Life Proloquo2Go—extensive core vocabulary pages that can shrink to fit. Includes a good “dictionary” of nouns, verbs etc. TouchChat—the MultiChat vocabulary sets contain a page of core words that can be expanded modified to fit the user. Includes a good “dictionary” of nouns, verbs, etc.
    26. 26. Core vocabulary in communication books. Keep the core words available on every page: Use the left page for core and the right for category/activity specific items. Have one core page with little flip pages at the top for category and activity based vocabulary. PODD PODD is an extensive core vocabulary Organization is unique Designed for generative communication and perhaps sentence building in the more complex versions
    27. 27. Try this: Use a dedicated device or an iPad app, such as Proloquo2Go, TouchChat with Word Power, PODD (compass app) Take a few minutes to try writing lyrics from a song, describe a favorite book or movie, or a sentence describing your favorite TV show.
    28. 28. Thoughts?
    29. 29. Revise your communication board, and try the story reading activity again.

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