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Julie Dunbar, M.S. Ed. Assistive Technology Exchange Center A Program of Goodwill Orange County

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Presentation on theme: "Julie Dunbar, M.S. Ed. Assistive Technology Exchange Center A Program of Goodwill Orange County"— Presentation transcript:

1 Julie Dunbar, M.S. Ed. Assistive Technology Exchange Center A Program of Goodwill Orange County

2 Agenda Introduction Course purpose Language Development and Core Vocabulary Using Core Vocabulary in Everyday Situations Resources Available Questions/Wrap-up

3 Before we begin…Lets 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 user

4 Core 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 cinnamon Neptune see and jeopardy like tornado Dora run is are

5 Core Vocabulary: Multi-meaning words Go Make the car go Go home/go outside Go away! Turn Turn on/off Turn around Turn the page Turn up/down My turn Up Wake up Shut up! Open up Put up Stop Stop that! Make it stop I want to stop Its time to stop

6 Vocabulary Selection CORE VOCABULARY Small number of words used frequently Does not vary across settings, gender, age, etc. FRINGE/EXTENDED VOCABULARY Can be 1000s of words depending on individual Not used frequently Changes 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 environments

7 Toddler Vocabulary Banajee, M., Dicarlo, C., & Stricklin, S. B. (2003). 1.I No yes/yeah The Want Is It That A Go My Mine You What On In Here More Out Off Some Help All done1.0 Total96.3% WORDS PERCENTAGE

8 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. – ASHAs AAC Glossary

9 Typical Language Development 18 months 5-20 words 2 years old words 3 years old 900-1,000 words 5- 6 years old 2,500-5,000 words Talking to learn VS. Learning to talk

10 Communicative Functions I want…, I want…, I want…, I want… Theres more to communication than requesting objects! Other communicative functions include: Naming Commenting Requesting objects Requesting information Responding Protesting or rejecting Greeting ** ALL COME UP IN STAGE 1 **

11 Literacy 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 words Dolch word lists Fry word lists

12 Core Vocabulary in Communication in Everyday Situations Preschool Age Example: 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 dont like) Have the child ask you or other children what do you see in other environments for carry over activity

13 Core Vocabulary in Communication in Everyday Situations Elementary Age Example: Weather lesson QuestionsResponses What happens when something evaporates? What goes in air What is atmosphere?Air around us What is precipitation?Water fall on ground Tell me about a hurricane?Big turning storm; big storm that turns over water What is condensation?When air turn to water What is a blizzard?Lots of snow

14 Core Vocabulary in Communication in Everyday Situations Elementary Age Example: Five Senses lesson Common Words Taught Dont forget core words! EyesSee/Look EarsHear/Listen NoseSmell HandTouch/Point Mouth/tongueTaste Play I spy but use I see… Cardboard box with small hole to see Bring in various things to smell… talk about smells using I like… or I dont like… Bring in various things to taste Play different sounds Bring in sensory items to feel

15 Core Vocabulary in Communication in Everyday Situations Middle School Example: Solar System unit Typical vocabulary chosen: Mercury, Venus, Earth, etc. QuestionsResponses Tell me something about JupiterVery hot; biggest one; has red spot Tell me something about MercuryClose to sun; smallest one What is the sun?Big hot star How does an eclipse happen?Moon goes in front of sun

16 Core Vocabulary in Communication in Everyday Situations High School Example: Anatomy and Physiology QuestionsResponses What does our brain do?Help us feel and think What 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 down What is pigment?Gives me my skin color

17 Core Vocabulary in Communication in Everyday Situations Adults Example: Visit to the doctor Why do I need that? (medicine) My head hurts a lot That one makes me feel sick I feel sick because my head is hot, my throat hurts, and I have a cough I hurt in my (leg, arm, stomach, etc.)

18 Core Vocabulary in Communication in Everyday Situations Adults Example: Getting around town/travel I 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.

19 The Language Stealers

20 Resources AAC Language Lab (www.aaclanguagelab.com)www.aaclanguagelab.com Lesson plans Teaching materials; books Language stages charts AAC Institute (www.aacinstitute.org)www.aacinstitute.org FREE professional development courses Tarheel Reader (www.tarheelreader.org)www.tarheelreader.org FREE accessible books Bookshare (www.bookshare.org)www.bookshare.org Accessible library The Bridge School (www.bridgeschool.org/activities)www.bridgeschool.org/activities Apps for Teaching Core Vocabulary

21 Questions? THANK YOU!! Assistive Technology Exchange Center A Program of Goodwill Orange County Julie Dunbar, M.S. Ed.

22 Resources Baker, 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,


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