Using Core Vocabulary to Support Non Verbal Students Barbara Cannon, MS, ATP Grace Edmond, MS, CCC-SLP

…a little about Spotsylvania 31 schools Approx 2,935 SPED students Approx. 75 nonverbal students

…the truth about teachers Teachers are stressed There are many demands on their time Turnover is high Training in AAC is minimal

…ditto the SLPs SLPs are stressed They have high case loads Turnover is high Training in AAC is minimal

Question to consider: How can a county supply all nonverbal students with high quality communication and language supports that grow and move with the student?

…. and do it easily, equitably, frugally, and understandably…

Core Vocabulary can help that dream come true.

The Dream: A Countywide System of AAC that: is usable by any nonverbal student countywide regardless of ability or age is quick and easy for teachers to understand and implement can be used no tech, low tech, or high tech can be simple or complex does not require extensive time to make materials is customizable to meet individual needs is capable of growing as the student gains mastery will follow the student throughout his school career will supply language learning as well as communication. will supply data to prove student learning

The Reality No guiding principal for AAC No unified system for supplying AAC devices and training No plan for growth in AAC competence

PECS Books Big Macs Cheap Talks …and 1 $8,000 device No idea of how to expand on success… Lots of nouns No money to buy devices 1 bathroom symbol No time to train No carry over when kids change schools or grade levels 1 verb (want) Lots of pictures of food Lots of pictures of art supplies Lots of pictures of colors No pronouns, articles, demonstratives or adverbs

Beyond the Holy Trinity of AAC Eat……….. Drink…….. Bathroom…….

Let’s give ‘em something to talk about….. Brown’s Stages: Vocabulary most often provided: Brown’s Stage 1 = MLU of 1.75 Brown’s Stage 3 = MLU of 2.25 Brown’s Stage 5 = MLU of 4.0

Typical Language Developmental Milestones Age 1 2-3 words Between ages 1 -2 - 10 to 20 words including name (combine 2 words) Between ages 2 – 3 - 450 words (combine noun and verb) Between 3-4 – 1000 words (sentence length 4-5 words) Between 4 -5 1500 words ( ask who and why questions)

and the Big Question is…. If a student has a language age of 4 and a vocabulary of 1,000 words, Will a book of nouns be enough? How about a cheap talk? A schedule board?

What is Core Vocabulary? The term core vocabulary is used to describe words which are used frequently and across contexts. Core words are those that are basic to the language and are without the shadings of culture and context. . Core vocabulary tends to be made up of verbs, demonstratives, and pronouns because these words are a small set of words that are unchanging in our language. We all use core vocabulary, all the time, every day, in every environment. 80% of all that we say is made up of 100-200 basic core words. Lists of core words are used when compiling textbooks, for teaching English as a second language and for facilitating international communication. * If you want to be understood by everyone in a room, use a core word! Baker, Bruce (2000)

Core is made up of simple words that are easily understood I enjoy his extreme jocularity! I love his humor! Your words will mean war! That opinion will cause fisticuffs! He thinks with vision ! He cerebrates with great perspicacity!

Core is made up of neutral words unshaded by culture or context (Have General Meaning) Not - So - Core (Have Specific Meaning) Give Big Little Eat House Donate Huge Tiny Dine Home

. Core Have General Meaning Not - So - Core Specific Meaning Give Donate I give a car. I donate a car. I give a backrub. I donate a backrub? I give a party. I donate a party? I donate you my word? I give you my word! I will give it a good try…. I will donate a good try?

. Examples of Core Words Benajee List Top Words Used By Toddlers A All done/finished Go Help Here I In Is It Mine More My no Off On out Some That The want What yes/yea you (Benajee, et al., 2003)

Quote: Despite evidence that nouns are not among . Quote: Despite evidence that nouns are not among core vocabulary used by preschoolers… clinicians typically select nouns representing foods and objects as first symbols when designing AAC systems. (Banajee, et. al., 2003)

Composite List of 347 Core Words Compared with “Cat in the Hat” (139/290) about actually after afternoon again ago ah all alright always an and another any anything anyway are around as ask at away back bad be beautiful because been before being better big bit bloody break but buy by cake came can can't car Catholic cause close cold come coming could couldn't couple crew day days dear did didn't different do does doesn't doing dollars done don't down dunno eat eight either eleven else end enough er even ever every everyone everything ey fair feel find finished first five for four Friday from get gets getting give go god goes going gone gonna good got gotta had half happened hard has have haven't having he her here he'll he's him his home hour hours house how hundred I if in into is isn't it its it's I'd I'll I'm I've job just keep kids know last left like little live long look looking looks lost lot love lovely lunch made make many married me mean might mind mine minutes mm Monday money months more morning much mum must my name need never new next nice night no not nothing now of off oh ok old on once one ones only or other our out over own o’clock past pay people person phone pick place play pretty probably put quite ready really remember right road round said same Saturday say saying says school see seen seven she she'll she's shoes should sit six so some someone something sorry sort start started still straight street stuff sure take talk talking tea tell ten than thanks that that's the their them then there there's these they they're they've thing things think thirty this those though thought three through til time times to today told tomorrow too try trying twelve twenty two um up us used very want wanted wants was wasn't way we week weekend weeks well went were we're we've what what's when where which who who's why will with won won't work working would wouldn't wrong yeah year years yep yes yesterday you your you're you've . (Comparison made by Chip Clark using the Mealtime Vocabulary List by Susan Balandin and Teresa Iacono, 2000)

“Cat in the Hat” has roughly 53 Fringe words vs 237 Core. (Chip Clarke, MS CCC/SLP, Assistive Technology Works, Inc)

What is Fringe Vocabulary? Fringe vocabulary is made up of context specific nouns and verbs that are needed depending on context. Fringe vocabulary needs vary from person to person and from place to place. Permanent fringe is vocabulary that is an important part of a person’s life and will be used often. Temporary fringe is vocabulary that is very situationally specific and infrequently used. Temporary Fringe (Hardly Ever Used) Permanent Fringe (Big Part of Life) Saturn planet orbit solar system atmosphere food car animal person house (Chip Clarke, MS CCC/SLP, Assistive Technology Works, Inc)

Let’s look at the word: zoo It could be a permanent fringe word if you are a veterinarian. It could be a temporary fringe word if you are a kid on a field trip. If you want to tell your mom where you went today, zoo is the word that carries the most meaning: I went to the Zoo.

Fringe Vocabulary Carries Meaning …. But you can’t have every word or the system gets too complex and difficult to navigate. How do you say “I went to the zoo” without using the word “zoo”? Hint: Core possibilities = I go see want big many more stop Permanent Fringe= animal, bus, school I go bus see many big animal I go bus see animal animal animal go bus.

Its about efficiency….. School Bus Master Page (Environments, Topics & Categories) Airplane Circle Time Getting Dressed Activities Grocery Store Days of Week/ Months of Year Weather Winter Clothes Dressy / Church Zoo Dr. Office Movies Holidays Hospital Zoo Animals Zoo Food Reptiles Birthdays (Baker, Bruce 2005)

How much work do you want to do to get to the word zoo? Can you remember how to get to the word zoo next time? Each word counts for an AAC user and must have communicative clout.

Single Page Design A single page design is one in which all the words you are going to use are on the same page. In a single page design system, growth comes from adding vocabulary to the same page instead of adding new pages. Why would you want a single page design? cognitively simpler. deemphasizes need for memory. faster. maximizes the use of motor patterns.

Use of Motor Patterns A single page core vocabulary board allows students to use motor planning instead of visual scanning to find the word they are looking for.

Single Page Design More cells not more pages It’s a big Mac! It’s a Tech Talk! It’s a Dynavox! It’s a Cheap Talk! There’s room to grow! I gave a 4 year old student with autism and xxyy syndrome a 32 Techspeak What the Speech Therapist did: :almost fainted

. Dustin’s Boards single page design with room to grow Fringe Core

Dustin’s Boards: adding vocabulary . Show choosing activities using colors… but they are really toys *** add vocabulary as soon as the student proves he can discriminate Between the current concepts on the board

. Dustin’s Boards: adding vocabulary

Core Vocabulary on a Single Page using Motor Patterns? What is the Natural Consequence of: Core Vocabulary on a Single Page using Motor Patterns? You don’t have to think because…. The words are ALWAYS where you left them

Or you can do this….. Master Page (Environments, Topics & Categories) School Bus Master Page (Environments, Topics & Categories) Airplane Circle Time Getting Dressed Activities Grocery Store Days of Week/ Months of Year Weather Winter Clothes Dressy / Church Zoo Dr. Office Movies Holidays Hospital Zoo Animals Zoo Food Reptiles Birthdays (Baker, Bruce 2005)

A Little Problem with Levels…

Iconicity …life beyond Boardmaker…... Iconicity = How apparent is the relationship between a symbol and its meaning. In using core vocabulary boards, you rely less on the meaning of pictures and more on the placement of the vocabulary. Instead of scanning for the correct picture, you know from experience that the word you want is where it always was…..

Game Show: Are you smarter than a nonverbal student?

Game Show: Are you smarter than a nonverbal student?

IT For 1 million dollars!!!!! (or a cheap prize) Draw a universally understandable picture for the word: IT

Just ask at 4 year old… My Turn Hand Hands Grapes Shape Shapes One That one Chip Clarke, MS CCC/SLP, Assistive Technology Works, Inc

Core promotes understanding of multiple meanings. Is blue ALWAYS a color? Core promotes understanding of multiple meanings. I want a blue crayon I am feeling blue He plays the blues. It came out of the blue! Or…. It’s my turn. Turn the page. Turn on the light. Turn around.

In pursuit of generative language Core vocabulary supplies a chance for generative language production and gets away from the idea of scripting. With a good vocabulary, students can say what they want to say on a variety of topics in a variety of settings.

What can you say with the words you have? Context board with specific nouns I want pretzel Iwant popcorn I want drink More pretzel More cookies More drink finished

What can you say with the words you have? Core Vocabulary Board Mine What? Stop! Finished Help More that Want more What that? Want what? Want help. Want finish More help More that What that? What mine? What want” Stop that!

All language uses Requests only What can you say with the words you have? Core Vocabulary Board Context board with specific nouns All language uses Requests only

Review of Concepts: Result: Generative language production. Core Crosses Contexts, is fast and cognitively simple. Core supports the development of motor patterns through the use of a single page design. Choosing by position de-empasizes the need to “scan and read” picture meanings that may be obtuse. 4. Core supports language learning by supplying all parts of speech in a simple structure Result: Generative language production.

The Things We Use: Word Lists: Gail Van Tatenhove hybrid list: Lists of Beajee, et al. were compared to user language samples and other lists to create a hybrid list.

The Things We Use: The Ace Center Book :

The Ace Center Book :

The Things We Use: Low Tech Books:

The Things We Use: Mid Tech Devices with 32 and 128 cells

The Things We Use: High Tech Devices –

3rd grader with autism: Starting with a low tech book Core Stage 1 Vocabulary: snack .

Core Stage 1 Vocabulary: .

Kindergarten student: Adapting a low tech book Core Stage 1 Vocabulary: snack .

What’s missing? .

Kelley – Student with Significant Disabilities and Cortical Blindness Will be learning auditory scanning . Core Vocabulary: Go: Stop

What I learned from Kristen’s teacher: I wanted Core: she wanted Academics .

Kristen: The NEW MORE CORE Board Making Compromises .

. Kristen: Nonverbal TMR who has used sign until now Midtech solution with core vocabulary Academics Notice: Poor attention Poor understanding of picture meanings Poor inclusion

. Kristen: Nonverbal TMR who has used sign until now Notice: Increasing Attention Easy understanding of concept placement Good inclusion Greater amount of conversation Much vocab on 1 page. (I-names- happy-tired-play-eat-more) Making it fun with Core and Friends

Frankie: When you need more words – Tech 128 .

Frankie: Tech 128 . A boy with language Notice: Easily finds concepts Expands independently on concepts Warming up with a fun activity

Frankie: Tech 128 . Notice: Easily finds concepts Expands independently on concepts Easily adapts to using a few words to get the point across A boy with language

Frankie: Tech 128 . Notice: Easily finds concepts Expands independently on concepts A boy with language

Maddie: Fun with Verbs .

. Maddie: A student with Autism ……It’s all about the verbs Mid tech device with two hits for GO Notice: Lots of fun Lots of action for a few cells Good engagement

Autism and the high tech device . Vantage Device out of the box

Autism and the high tech device . Unity 1.5 – Core + Fringe Single Hit

. Maddie : Motor Planning + speech output Her User : Unity 1.5

. Maddie : A student with Autism High Tech – simple setup

. Joey’s Board

. Joey: A boy with autism learning language concepts Mid tech device with 32 cells Notice: Learning verb meanings Learning motor patterns Single page design

This time he got it! .

What the SLP thought… .

Jeffrey: Life and Death Core Auditory scanning – the hardest core there is Notice: How hard this is to do… you must get the most from each word .

. Jeffrey: Life and Death Core Auditory scanning – custom user PRC Notice: Ability to switch topics easily Really hard to do Each word must pack a punch

Core For Written Communication

Core For Written Communication .

What the students wrote: Yesterday I ate Funyons . You go shopping. We paid money. Yesterday we ate Skittles They counted with money. I tasted crunchy Cheese-Its Yesterday we bought food. I eat chips. They go shopping. We counted money.

Core In the classroom - Preschool .

Core In the classroom .

. Core and the ASOLs – TTAC Materials

. Final Question: How do we sell it to teachers?

. Even more basic than the freedom of speech is the freedom to speak…… Stephen Hawking

Many thanks to Chip Clark, Gail Vantatenhove, John Holloran, Adrianne Thomas, Birgit Shipman ………………………………….and all the students of Spotsylvania County.

. Resources: The Ace Center Communication Book – http://www.ace-centre.org.uk/index.cfm?pageid=D1342B47-3048-7290-FE30238E9FA6B80B Vocabulary Lists – Van Tatenhove http://www.vantatenhove.com/showfolder.php?id=37 Barb Cannon’s TTAC Webshop with materials and a research paper on core vocabulary http://www.ttaconline.org/staff/s_training/s_training_Info.asp ?selWebshop=bcannon123200620102pm&selAuthor=bcannon Jen Mitchell’s TTAC materials for supporting ASOL goals using Core vocabulary: contact Jenn - Assistive Technologist jmitchell@ttac.odu.edu 757-683-4873 Understanding and using Core Vocabulary with devices Chip Clark contact Chip - info@assistivetechworks.com or by phone: (703) 307-0744.

Handouts for this session are available at: . Handouts for this session are available at: http://bcannon.wikispaces.com/

Research . Baker, B., Hill, K. & Devylder, R. (2000). Core Vocabulary is the same across environments. http://www.csun.edu/cod/conf/2000/proceedings/0259Baker.htm Balandin, Susan, & Iacono, T. The topics of meal break conversations. Augmentative and Alternative Communication. Benajee, M., Dicarlo, C. & Stricklin, B. (2003). Core Vocabulary Determination for Toddlers. Augmentative and Alternative Communication, 19, 67-73. Beukelman, D.(1991). Magic and Cost of Communicative Competence. Augmentative and Alternative Communication, 7, pp. 2-10. Beukelman, D., Jones, R. & Rowan, M. (1989). Frequency of Word Usage by Nondisabled Peers in Integrated Preschool Classrooms. Augmentative and Alternative Communication, 5, 243-248. Boose, M. & Stinnett, T. (1999). Indirect Language Stimulation (ILS): AAC Techniques To Promote Communication Competence. Paper presented at the Annual Southeast Augmentative Communication Conference. Cannon, Barbara, A Few Good Words (2005) A Few Good Words: Why Core Vocabulary is Needed to Enhance Communication in Non-verbal Students, www.ttaconline.org Clarke, Chip, MS CCC/SLP, (2006) Getting to the Core of It AAC conference, Blacksburg VA Cross, R., Baker, B., Klotz, L., & Badman, A. Static and dynamic keyboards: Semantic Compaction in worlds. Retrieved June, 2006 from. http://www.prentrom.com/printed/paper.pdf. Goossens', C. (1989). Aided Communication Intervention Before Assessment: A Case Study of a Child with Cerebral Palsy. Augmentative and Alternative Communication, 5 (1), 14-26

. Research Stubbs, M. (1986). Language Development, Lexical Competence and Nuclear Vocabulary. Kevin Durkin, ed (1986 Language Development in the School Years. Croom Helm Van Tatenhove, Gail (2006). Stop the Madness and Start Communicating. Workshop, Spotsylvania VA. Yorkston, K., Honsinger, M., Dowden, P. & Marriner, N. (1989). Vocabulary selection: A Case Report. Augmentative and Alternative Communication, 5, pp. 101-108. Yorkston, K., Dowden, P., Honsinger, M., Marriner, N. & Smith, K. (1988). A comparison of standard and user vocabulary lists. Augmentative and Alternative Communication, 4, 189-210.