Strategies for supporting the use of core vocabulary and aided language stimulation for teaching the use of AAC systems in the classroom.

1. A program of the
Institute on Disabilities at Temple University

2. Strategies for Teaching AAC
Throughout the School Day
Low Tech Ideas for use hear and now
Kathryn Helland, MS, CCC-SLP
AAC Coordinator
March 8, 2017
Mastery Charter School

3. Augmentative and Alternative Communication

4. Communication Systems
(non comprehensive list)
Paper Based Systems
• PECs Books
• PODD System
• Cloth Books
• Homemade books
• CoreBoards

5. Core Vocabulary
• Basic Core consists of the words we use across contexts, throughout the
day
• By age two, 80% of what we say consists of core
• These are words such as want, need, see, have, yes, no, off, done, listen,
come
• By providing access to Core, we ensure a child can communicate
throughout the day, not just during a specific activity
• If we only provide words for the things our child wants to request (fringe
vocabulary), we are limiting their access to language
• In what contexts could you use the word iceberg?
• Versus the word cold?
• More Core Examples – it, stop, happy, sad, outside,
turn, like, get, give, help, work, put, pull, do

6. Academic Core
• Math – add, subtract, half, calculator, part, whole
• Language Arts – word, sentence, author, main idea
• Science and Health – exercise, measure, observe
• Social Studies – country, community, habitat,
ocean, river, election, season
Personal Core – The vocabulary that is important to the specific
individual but not necessarily other people.
• Examples – coffee, chocolate, iPad, phone,
• Star Wars
Variants of Core Vocabulary

7. Fringe Vocabulary
• Fringe vocabulary refers to vocabulary that
is:
• hot dog, Doritos, scooter, mall, sneakers,
dog, cat
• more specific to a topic, environment, or
individual
• not generic and will likely not be used
across all environments, (i.e. talking
about the Phillies Spring Training-
including specific teams and players.)

8. Who and When?
• Who is eligible for a Communication system?
• In 1993 Pat Mirenda wrote, "We have discovered
increasingly that communication has only one
prerequisite; it has nothing to do with mental age,
chronological age, prerequisite skills, mathematical
formulae, or any of the other models that have been
developed to decide who is an AAC candidate and who is
not.
• Breathing is the only prerequisite that is relevant to
communication. Breathing equals life, and life equals
communication. It is that simple.” When should a
communication system be available?
• When should a communication system be available?
• At all times!!

10. • Use your themes – Seasons, Back to School, Holidays,
Birthdays, Sports, Community Helpers
• Daily Routines – Calendar Time, Hygiene, Lunch,
Bathroom, UnPack/Pack, Cooking
• Specials – Art, Music, Gym/PE, Library, Computers, Shop
Class
• Any activity throughout the day
Strategies for Teaching AAC

11. Strategies for Teaching AAC-
Aided Language Stimulation (ALgS)
• Model!
• The communication partner teaches the child language
receptively before expecting the child to use language
expressively via the AAC device.
• Modeling the use of the communication system assists
the child to establish visual and auditory understanding of
how symbols can be combined and recombined
generatively to communicate during routine and
motivating activities. - (Goossens’, Crain & Elder, 1992)
• So, in short - MODEL-MODEL-MODEL!

12. • Use words and short phrases to discuss what the child is hearing, seeing, doing, and
feeling (i.e., parallel talk).
• Talk about what you are doing as you are doing it (i.e., self talk).
• Provide language input at a slow rate.
• Several repetitions are beneficial when commenting on ongoing events.
• If the user communicates something through gesture or word approximation, respect &
reflect:
• Model back a word or phrase to communicate the same thought or feeling without
making the user repeat himself.
• Expand upon what the user communicates.
• If the user says, BUBBLE, model back “Oh that’s a BIG BUBBLE.”
Strategies…….

13. Aided Language Stimulation Video
https://youtu.be/flFNMky22-U
Christopher Bugaj–Founding member of the
Loudon County AT team

14. Aided Language Stimulation
student video

15. • “Teach Using Repetition with Variety- Use many activities that target the same core
vocabulary in similar ways but that are different by details. Find ‘pretty’ flowers, then
search for ‘pretty’ rainbows.”
• http://praacticalaac.org/strategy/teaching-core-vocabulary-with-direct-instruction-
strategies/
• Create your own books!!
• http://tarheelreader.org/
Strategies for Teaching AAC–
Focused Language Stimulation

16. Focused Language Stimulation Video

17. Strategies for Teaching Core Vocabulary Core
Word(s) of the Week
Words of the Week-
• Word box – For the class or each student. Put written words, remnants or words, etc. in the
box.
• Word Wall - have students add pictures, objects, remnants, text, etc. that define, categorize,
or semantically relate to the target words. As the word wall becomes an important part of
vocabulary instruction and learners are familiar with it, add some visual markers for where
different items would be placed (i.e., parts of speech, fun words, impactful words, etc.).
• Word of the Week books - These can be tangible books, folders with pockets, talking power
point books, talking photo albums, etc. Keep in mind to use the principles of active
participation (i.e., Let learners glue, stick, record speech, type to help create the books).
• Use active participation when creating the above mentioned strategies. Have the students
actively engaged by gluing the words, putting the words on the wall, putting the items in the
box, etc.

18. Core Word(s) of the Week
• Read books that include words of the week. Make sure to put emphasis on the
target word.
• Some, you, I, thanks, is, are, look, hello, who, we, when, on, not, thank you,
you’re welcome, they, hear
• Find ways to use the word(s) throughout the day – It is important to hear words in
various contexts to deepen understanding and use of the word. – Keep a visual
reminder of the word with you to cue you to use it throughout the day.
Post-it® notes –
Tri-Fold Board -
Retractable Lanyard
• Make sure the AAC learner has the opportunity to use their communication system
to say the word(s).
• http://praacticalaac.org/strategy/teaching-core-vocabulary-with-direct-instruction-
strategies/

19. Books that target core vocabulary (non-
comprehensive!)

20. Books that target core vocabulary (non-
comprehensive!)

21. Books that target core vocabulary
(non-comprehensive!)

22. Strategies for Teaching
• Scavenger/Treasure Hunts- Go searching for items that relate to the core vocabulary
or hide written words and go searching. Make it fun – tell students you are going on
a hunt, give clues, make teams, create a treasure map. This can be a great activity
with peers. For older and more advanced language learners, the treasure hunt can be
more sophisticated and involve asking peers for clues.
• http://praacticalaac.org/strategy/teaching-core-vocabulary-with-direct-instruction-
strategies/
• Use Pointers to make it interactive. Go around the room pointing out representation
of your core word
like, read, big, little, in, on, that

23. Strategies for Teaching
• Word Art- People of all ages enjoy art. Create word clouds, embed words in images that
relate to experiences with the word, word banners, etc. Hang the creations up, alert
visitors to the art, make a big deal about the projects.
• Write words in bubble letters and collage those items that relate to those words – mine,
me, have, go, eat, cold, hot
• Example – focus on the word “heart” or “love” and make a collage of things you love
inside of a heart.
• http://praacticalaac.org/strategy/teaching-core-vocabulary-with-direct-instruction-
strategies/

24. Strategies for Teaching Core Vocabulary
• Races to Find Words in Unexpected Opportunities- Have special alerts or wands that
learners can use when they unexpectedly use or see the target words. Then give ‘points’
to see how many times the words were found during the week. If you are in a classroom,
the class could go for a group target number. If you are with one learner, the target
number can be for the facilitator and learner and when you ‘win’, there could be a word
prize or certificate.
• http://praacticalaac.org/strategy/teaching-core-vocabulary-with-direct-instruction-
strategies/

25. Strategies for Teaching Core Vocabulary
• Word Parties- Have end of the week and end of the month word
parties. Use party materials and food that motivate the learners. Make
vocabulary learning fun.
• http://praacticalaac.org/strategy/teaching-core-vocabulary-with-direct-
instruction-strategies/

26. Strategies for Teaching Core Vocabulary
Language Magnets
• Language Magnets
• core words supported by language magnets –who, what, where, when, why,
how, can
• “Kids ask lots of questions, particularly in the early years. Annoying? Sometimes.
Valuable? Always. From a language learning perspective, those pesky questions
serve a very useful purpose: they invite (or demand) a linguistic response. They are
magnets that attract language. And that’s just what a language learner needs…lots of
language input.”

27. Language Magnets
Language Magnet Examples
What’s that? What is it?
What’s next? What are you/we going to do?
What’s going on? What happened?
What were you thinking? What made you do that?
Where are they? Where are we going?
When will I see you again? We can we do that?
When is he/she coming?
How did that happen? How does that work?
How come he/she isn’t here?
Who are you? Who was that? Who did it?
Why is he/she here? Why did they do/say that?
Why do I have to do that? Why can’t I?
Why did you do that? Why did that happen?
Why can’t you take me with you?
Tell me about it. Tell me more.
Could you please explain it? (again, some more) Can you explain it another way?

28. Strategies for Teaching Core Vocabulary
• Core Boards throughout the classroom with Fringe Vocabulary for the specific
area.
• Reading center
• Writing Center
• Cooking center
• Science center
• Blocks and toys
• Computer center
• Bathroom
• Sensory Area
• Break Area
help
pencil paper eraser same different count total change moneycalculator
I itit whowho whatwhat whenwhen againagain nownow that thisthis troubleHow much?
mine no-don't come do-did ready one dollar five dollars ten dollars twenty dollars
you-your drink eat get give go penny nickel dime quarter
hear-listen help like look-see make put
.01 .05 .10 .25
say-tell stop take turn want add subtract more less half
help
water shampoo hair body soap towel bath toys too hot too coldbath
I itit whowho whatwhat whenwhen againagain nownow that thisthis trouble
me-myself mine no-don't come do-did ready how all done all gone bad
you-your drink eat get give go where big different good
hear-listen help like look-see make put away happy little more
say-tell stop take turn want here there sad sick silly

29. Everybody loves wind-up toys,
no matter their age!
(How could this be used in science?)

30. Remember!

31. FOR INFORMATION contact:
PIAT
Pennsylvania’s Initiative on
Assistive Technology
Tel: 800-204-7428 (voice)
866-268-0579 (tty)
Email: ATinfo@temple.edu
Web: disabilities.temple.edu/piat