1. Core in the Classroom
AAC and modeling

2. Communication
Communication: “a technique for expressing ideas effectively”
Many types of communication are effective (e.g., gestures, facial expressions, vocalizations, etc.)
Augmentative: “able to make greater, more numerous, larger, or more intense”
AAC builds on those communication abilities already present, does not replace them
Alternative: “different from the usual or conventional”
Usual/ conventional communication is speech
AAC therefore can be symbols, sign language, recorded speech, synthesized speech, etc.
* Merriam-Webster.com definitions

3. “Similar to how we must first learn to read before we can read to learn, we must also first learn to communicate before we can communicate to learn.”
~Gail VanTatenhove, Speech-Language Pathologist (

4. play want go not they Core Vocabulary
CORE vocabulary is a small set of simple words that are used frequently and across any context. (Cross, Baker, Klotz, and Badman, 1997)
play
want go
they
not

5. CORE Vocabulary Small set of 400-500 words Makes up 80% of what we say
Includes pronouns, verbs, adjectives, adverbs, question words, interjections, demonstratives, prepositions, etc.
Not very good picture producers
Required to communicate effectively

7. What can you say with these words?

8. Language Functions & Early Generative Language Production

10. FRINGE Vocabulary
Large set of thousands of words (probably hundreds of thousands)
Makes up 20% of what we say
Mostly nouns and content-specific vocabulary
More specific than core vocabulary
Easy to depict on a picture symbol

11. What can you say with these words?

12. The Power of Core Vocabulary
Core Power

13. Core Word Activity

14. How do we teach Core?
Modeling is also known as Aided Language Input or Aided Language Stimulation. It is a research-based strategy to help build a strong foundation for Core Word use and language learning. In aided language input, when partners (parents, teachers, and therapists) talk with people who use assisted communication, the partners also use the same system to communicate.  

15. Reading a book with Aided Language
Tips for teaching Core
Congruent word forms:
Same
Different
Big
Little
Turn
Long
Short Up
Down
Reading a book with Aided Language

16. More Tips Provide access to core vocabulary
Don’t underestimate the amount of vocabulary needed
Keep the process moving
Provide frequent opportunities for core word practice
Expect to provide a lot of support
Its not about mastery
Carole Zangari, Praacticalaac.org/strategy/teaching-core-vocabulary

17. S’Morres

18. What does this look like at RISE
Words of the Month
Collaboration
Story reading
Using words of the month during other school activities
Modeling words of the month using core word displays as well as on AAC systems
Sending home information to families

23. It is critical for an individual to not only have symbols, but also to have experience with those symbols in a symbol rich environment / print rich environment. The typically developing child will have been exposed to oral language for approximately 4,380 waking hours by the time he begins speaking at about 18 months of age.
If someone is using a different symbol set and only has exposure to it two times a week, for 20 – 30 minutes each, it will take the alternate symbol user 84 years to have the same experience with his symbols that the typically developing child has with the spoken word in 18 months!!!
The typically developing child will demonstrate language competency around 9 – 12 years of age having been immersed in and practicing oral language for approximately 36,500 waking hours. For 9 – 12 years that child has been using and receiving corrective feedback while practicing with the spoken word.
At twice a week, 20 – 30 minutes each time, it will take the alternate symbol user 701 years to have the same experience.
Jane Korsten (2011) QIAT Listserv 4th April

24. Practice