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Core Vocabulary for AAC Bootcamp ESMA 2014
The document outlines strategies for using core vocabulary in augmentative and alternative communication (AAC) settings, emphasizing the importance of frequent and varied words for facilitating communication. It discusses the need for both visual and multisensory cues to aid understanding, as well as the potential to simplify communication through gestures and modeling. Additionally, it provides practical tips on creating and using communication boards, as well as resources for core vocabulary development.
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Core Vocabulary for AAC Bootcamp ESMA 2014
- 1. Core Vocabulary AAC BootCamp Aug. 2014 Susan G. Malloy, M.S., CCC-SLP
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- 3. Make a communicationboard
- 4. Use your communication board. Finda 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!
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- 6. Core Vocabulary “Words andmessages 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. Sources of corewords 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
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- 10. Gail Van Tatenhove—ThePixon Project Kit and online resources Gail Van Tatenhove “Pixon” core board 112.
- 11. How many wordsto start with? Sometimes less is more…. BUT--
- 12. Most of thetime, MORE is MORE. So start with MORE words.
- 13. Why start withlots 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. How many wordsto 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. How to tellif 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. One way tosimplify
- 17. Some Modeling Strategies: Usenatural 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. To make themost of limited “real estate” indicate the word or the picture, past or future. Gail Van Tatenhove “Pixon” core board.
- 19. Word Power onBoard (N. Inman)
- 20. Put keyboard onreverse side
- 21. Things to notice: Leftto right syntactic organization Color coding Questions Negatives Other than pronouns, how many NOUNS ? Where is “toilet?”
- 22. Gail Van Tatenhove—ThePixon Project Kit and online resources Gail Van Tatenhove “Pixon” core board 112.
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- 25. Core words indynamic 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. Core vocabulary in communicationbooks. 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. Try this: Use adedicated 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.
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- 29. Revise your communication board,and try the story reading activity again.
Editor's Notes
- #2 Central, foundational, powerful, the things we all have in common, seeds of growth
- #8 Beukelman & Mirenda 3rd Ed., Gail Van Tatenhove “Pixon Project Kit,” Nancy Inman”s “Word Power” boards and software
- #17 Start with a lot of empty buttons. When you enlarge the vocabulary, the original words stay in the same location.
- #20 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.
- #23 .