Presentation on theme: "Implementation 101: Using Core Vocabulary Across Everyday Environments"— Presentation transcript:
1Implementation 101: Using Core Vocabulary Across Everyday Environments Julie Dunbar, M.S. Ed.Assistive Technology Exchange CenterA Program of Goodwill Orange County
2Agenda Introduction Course purpose Language Development and Core VocabularyUsing Core Vocabulary in Everyday SituationsResources AvailableQuestions/Wrap-upA little bit about me and my background – I graduated from Southern Illinois University Edwardsville with a bachelor’s degree in speech language pathology and audiology. In between undergrad and grad school, I worked as a teacher’s assistant at the Illinois Center for Autism. That’s where I had initial exposure to AAC and AT. I researched graduate schools in the country that allow you to emphasize in AAC or AT and found Purdue University in Indiana. I earned my master’s degree in special education and did a two year practicum providing AAC and AT services to children grades pre-K through 12th grade. From there, I taught special education for children K-3rd grade for two years in the Chicago area before becoming a regional consultant for an AAC device vendor. I worked as a regional consultant for 4 ½ years prior to starting the position of technology specialist for the Assistive Technology Exchange Center or ATEC in Santa Ana, CA. ATEC is a program of Goodwill Orange Co. and we provide assistive technology services including evaluations, assessments, and trainings to communities across southern California.
3Before we begin…Let’s set our expectations higher! "I know many parents and educators who are so happy to have their child be able to just express their needs. I think people who do this are doing a great disservice to their child; because there is so much more to life and communication than just expressing needs.“ - Jon Feucht, AAC userA lot of times we see devices setup with phrases for basic needs such as “I’m hungry,” “I need bathroom,” etc. We want to move beyond that because communication is so much more than just expressing basic needs.
4Core Vocabulary What does the research tell us? 80% of the words we say comes from a list of 200 words; 85-90% of the words we say comes from a list of words (Baker & Hill, 2000)When was the last time you said…go Dolly Parton more get cinnamonNeptune see and jeopardylike tornado Dora run is are
5Core Vocabulary: Multi-meaning words GoMake the car goGo home/go outsideGo away!TurnTurn on/offTurn aroundTurn the pageTurn up/downMy turnUpWake upShut up!Open upPut upStopStop that!Make it stopI want to stopIt’s time to stop
6FRINGE/EXTENDED VOCABULARY Vocabulary SelectionCORE VOCABULARYSmall number of words used frequentlyDoes not vary across settings, gender, age, etc.FRINGE/EXTENDED VOCABULARYCan be 1000s of words depending on individualNot used frequentlyChanges depending on topic, setting, interests, etc.Impossible to predict what someone wants to say!Access to core vocabulary allows for novel utterances and communication across settings and environmentsStudent using device that said “I do” for tying his shoe
7Toddler Vocabulary Banajee, M. , Dicarlo, C. , & Stricklin, S. B WORDS PERCENTAGEWORDS PERCENTAGEI9.52. No8.53. yes/yeah7.64. The5.25. Want5.06. Is4.97. It8. That9. A4.610. Go4.411. My3.812. Mine13. You3.214. What3.115. On2.816. In2.717. Here18. More2.619. Out2.420. Off2.321. Some22. Help2.123. All done1.0Total96.3%
8“Communication is based on the use of the individual words of our language. True communication is spontaneous and novel. Therefore, communication systems cannot be based significantly on pre-stored sentences.Communication requires access to a vocabulary of individual words suitable to our needs that are multiple and subject to change. These words must be selected to form the sentences that we wish to say.” – ASHA’s AAC GlossaryIndividuals from the AAC Institute did a study analyzing the language used by effective communicators. This was done through data logging on their AAC systems. The study found that 90-95% of the time these individuals were using core vocabulary and single words to compose messages; approximately 5-10% of the time they used extended or fringe vocabulary, and less than 3% of the time they used pre-stored messages or phrases.
9Typical Language Development 18 months5-20 words2 years oldwords3 years old900-1,000 words5- 6 years old2,500-5,000 wordsA typically developing child has acquired the majority of core vocabulary words he or she will need by about the first grade level. However, children using AAC are often sent on to school (preschool, kindergarten, etc.) with a limited vocabulary or pre-stored messages. By the time a typically developing child is 3, he or she already has a vocabulary of about 1000 words. Children entering school need to be able to talk to learn. We can’t send them to school expecting them to start learning the material and then learn to talk. If they don’t have that foundation of language before academics are started, then we won’t have a lot of academic success. Language precedes academics.Talking to learn VS. Learning to talk
10Communicative Functions “I want… , I want… , I want… , I want…”There’s more to communication than requesting objects!Other communicative functions include:NamingCommentingRequesting objectsRequesting informationRespondingProtesting or rejectingGreeting** ALL COME UP IN STAGE 1 **Along with teaching how to express basic needs, I’m sure we have all encountered that individual with an AAC system that can request basic wants… “I want eat,” “I want drink,” “I want more,” etc. but beyond requesting, they aren’t doing much else with their communication systems. Communication is much more than requesting!
11Literacy and Core Vocabulary Less than 10% of individuals who use AAC systems will read beyond the second grade level (Erickson, 2003)Most sight word lists used in schools are made up of core vocabulary wordsDolch word listsFry word lists
12Core Vocabulary in Communication in Everyday Situations Preschool AgeExample: Brown Bear, Brown Bear book“What do you see?” (I see a…)Instead of only asking the child “what do you see?” and only requiring a label…“Tell me something about the bear…” (he is big; he is brown; I don’t like)Have the child ask you or other children “what do you see” in other environments for carry over activity
13Core Vocabulary in Communication in Everyday Situations Elementary AgeExample: Weather lessonQuestionsResponsesWhat happens when something evaporates?What goes in airWhat is atmosphere?Air around usWhat is precipitation?Water fall on groundTell me about a hurricane?Big turning storm; big storm that turns over waterWhat is condensation?When air turn to waterWhat is a blizzard?Lots of snow
14Core Vocabulary in Communication in Everyday Situations Elementary AgeExample: Five Senses lessonCommon Words TaughtDon’t forget core words!EyesSee/LookEarsHear/ListenNoseSmellHandTouch/PointMouth/tongueTastePlay “I spy” but use “I see…”Cardboard box with small hole to seeBring in various things to smell… talk about smells using “I like…” or “I don’t like…”Bring in various things to tastePlay different soundsBring in sensory items to feel
15Core Vocabulary in Communication in Everyday Situations Middle SchoolExample: Solar System unitTypical vocabulary chosen: Mercury, Venus, Earth, etc.QuestionsResponsesTell me something about JupiterVery hot; biggest one; has red spotTell me something about MercuryClose to sun; smallest oneWhat is the sun?Big hot starHow does an eclipse happen?Moon goes in front of sun
16Core Vocabulary in Communication in Everyday Situations High SchoolExample: Anatomy and PhysiologyQuestionsResponsesWhat does our brain do?Help us feel and thinkWhat do we need lungs to do?Give us air. Help us breathe.Tell me something about proteins.Help me move and stay up.Define respiration.Air goes in and out. Breathe in and out.What happens with your metabolism?Food break downWhat is pigment?Gives me my skin color
17Core Vocabulary in Communication in Everyday Situations AdultsExample: Visit to the doctorWhy do I need that? (medicine)My head hurts a lotThat one makes me feel sickI feel sick because my head is hot, my throat hurts, and I have a coughI hurt in my (leg, arm, stomach, etc.)
18Core Vocabulary in Communication in Everyday Situations AdultsExample: Getting around town/travelI need help to find the grocery store.Can I get to the mall on here?What time is last stop?I need to take this with me.I need to leave at 9 a.m.
20Resources AAC Language Lab (www.aaclanguagelab.com) Lesson plansTeaching materials; booksLanguage stages chartsAAC Institute (www.aacinstitute.org)FREE professional development coursesTarheel Reader (www.tarheelreader.org)FREE accessible booksBookshare (www.bookshare.org)Accessible libraryThe Bridge School (www.bridgeschool.org/activities)Apps for Teaching Core Vocabulary
21Questions? THANK YOU!! Assistive Technology Exchange Center A Program of Goodwill Orange CountyJulie Dunbar, M.S. Ed.
22ResourcesBaker, B.R., Musselwhite, C., & Kwaskiewski, K. (1999). Literacy, language, and minspeak: Core vocabulary is the key. Duke Univresity Medical Center, Durham, North Carolina, February. Benajee, M., Dicarlo, C. & Stricklin, B. (2003). Core vocabulary determination for toddlers. Augmentative and Alternative Communication, 19, Beukelman, D.R., Jones, R. & Rowan, M. (1989). Frequency of word usage by nondisabled peers in integrated preschool classrooms. Augmentative and Alternative Communication, 5, Erickson, K. (2003). Reading Comprehension in AAC. The ASHA Leader. Erickson, K., Koppenhaver, D., Yoder, D., an Nance, J. (1997). Integrted communication and literacy instruction for a child with multiple disabiliites. Focus on Autism and Other Developmental Disabilities, 12(3), Hill, K. (2009). Data collection and monitoring AAC intervention in the schools. ASHA Perspectives on Augmentative and Alternative Communication, 18,