1. Using Core Vocabulary in Dynamic Display AAC Devices
Kathy Clapsaddle, M.S., CCC-SLP
ESC Region XIII

2. Augmentative and Alternative Communication
…refers to ways (other than speech) that are
used to send a message from one person to
another. (gestures, writing, sign language,
manual communication boards, voice output
devices etc…)
American Speech Language Hearing Assn.

3. communication possible.
The Goal of AAC:
... the most effective
communication possible.
Using the simplest tools and strategies.

4. Dynamic Display Displays that change based upon selection
Symbols are integrated part of vocabulary software

5. Advantages Extremely flexible Items arranged based on preference
Synthetic speech
Large vocabulary
Environmental controls
Computer functions

6. Disadvantages
More difficult to learn
Require power
Computer glitches

7. Language is
Represented on
AAC systems 3 ways

8. Language Representation Methods
Single Meaning Pictures
Alphabet-based
Semantic Compaction
Single Meaning Words
Functionally Speaking Mini Merc
Pre School Pages on Mini Mo and Mighty Mo
Single Meaning Pictures – Boardmaker & Gateway
Alphabet-based
Spelling
Word Prediction
Semantic Compaction – combine symbols to say 1 word – Minspeak/Unity

9. Single – Meaning Pictures
Each word requires a picture
Easy concept to understand
However
Most words are not picture produced
Not natural
Severe organization issues
Spelling – Ask Jennifer about Carlos
Word Prediction – Ask Perks about Word Precidition
Letter Coding – Letters can represent a full word or sentence
Color Coding Letters – show Carlos Board

10. Single Meaning Pictures
Each word requires a picture
Easy concept to understand
However . . .
Most English words not
concretely represented
How do you organize?

11. Alphabet-based Systems
Spelling one letter at a time
Simple Concept
Requires spelling skills, slow
Rate enhancements
Abbreviations
Requires good memory skills
Word Prediction
Requires some spelling
Distracting

12. Semantic Compaction or Minspeak/Unity
Multi – Meaning Icons
Static overlay (does not change)
Not obvious – Like single meaning pictures, requires training
Use with a variety of individuals
18 months to adult
IQ of 40 up
Minspeak – Lunoff show how 2 symbols represent a word and the reason behind the symbols

13. Core vs. Extended Core vocabulary is reusable
Extended vocabulary is specific
Core vocabulary are words that are used over and over throughout our whole lives in all of our life activities, regardless of our interests or abilities. They are RE-USABLE. 85% of words we say.
Extended vocabulary are words – usually nouns – that are unique to each of us and are related to specific activities or interests. Consists of thousands of words
Covers 15% of what is said
Highly individual; usually content based
Low incidence among users

14. Core Words are … Consistent Predictable Combinable
Consistent across time, people, ages, activities
Predictable in how they develop
Combinable because the words come from a full range of word groups

15. Yes, but . . .
My kids can’t put words together to make even 2 or 3 word combinations!
Yes, but my kids don’t need core words. They can’t put words together to make even 2 or 3 word combinations.
They are “concrete.” Core words are too abstract.
They need whole sentences.
They are still learning how to participate at the most basic level.

16. You need a MAP for where you want to go if you have any chance of getting there!

17. The MAP Have access to CORE vocabulary
Develop a core vocabulary of 50 – 300+ words
Use words from ALL word classes
Follow early language development patterns
Early Language Development patterns
Step 1: Have a variety of reasons for communicating
Step 2: Combine words
Step 3: Produce basic morphology

18. Core Vocabulary Resources
Starter Set of Word for Curriculum Enhancement and Functional Communication – Gail M. Van Tatenhove
List of Starter Vocabulary –
Gail M. Van Tatenhove
Dolch Word List
106 Important Early Words –
Pamela Elder
Handout – Starter Set of Voc
Want to target a variety of Language Functions – Listed on Handout
WE OFTEN WANT TO ONLY PLACE NOUNS ON COMMUNICATION SYSTEMS
Look at List of Starter Voc – Not many nouns
Prompt Handout – Review all the ways you can get your meaning across using the List of Starter Voc
Now your turn – Use the List of Starter Voc – I ask you to go shopping with me. What could you say?
Sample Display of Voc is a shorter list of
Development of Expressive Language using Multiple Word Combinations – Examples – target very soon in training
Core Voc Therapy Checklist – PLAN – TARGET – DOCUMENT

19. Top 25 Most Frequently Occurring Words by Adult Augmented Communicators (Hill, 2001)
was
15. for
22. but
the
that
16. have
23. know to
10. in
17. like
24. with
and
11. of
18. me
25. they a
12. my
19. do it
13. you
20. on
7. is
14. yes
21. people
What do you notice about these words?
Pronouns
Conjunctions
Articles
Verbs
Nouns????

20. TEACHING with Core Language

21. How We Teach . . . Teachers are taught how to….
Help students learn information by implementing curriculum
Focus on critical concepts & vocabulary identified in curriculum
Get fluid, up-to-date information about what their students have learned
Help students learn information (identified as important to learn in state standards) by implementing curriculum materials
Focus on critical concepts & vocabulary as identified in the curriculum materials
Get fluid, up-to-date information about what their students have learned
Monitor student progress through asking questions
Test students on what was taught
One word, response-oriented questions are asked - content words are the answers to these questions
Where is the Iditarod held?
What do we call the driver of the sled?
Critical thinking questions are asked to probe deeper into the student’s learning – require more than a one word response
Why would mushers need to be courageous?
Why would a musher want to use an experienced lead dog?
One Word Response
What is . . .?
Critical Thinking
Why did . . .?

22. Referential Teaching What is . . . .? Where did . . . .? Requires:
Access to increasing amount of specific vocabulary
Least amount of critical thinking or language production by the student
Highest memory demand on AAC users with the least pay-off
Requires access to an ever expanding body of content vocabulary for quick, word responses
Requires the least amount of critical thinking or language production by the student
Puts the highest memory demand on AAC users with the least pay-off in learning or language development

23. Critical Thinking/Descriptive Teaching
Why did ? How did . . .?
Requires:
Access to core vocabulary for longer, descriptive answers
More integration of the information
The student using AAC to focus on the information in the lesson and not on learning new pages and symbols
Requires access to a body of high frequency, reusable core vocabulary for longer, descriptive answers
Requires more integration of the information (Bloom’s Taxonomy of Learning)
Allows the student using AAC to focus on the information in the lesson and not on learning new pages and symbols

24. PLAN to give the student access to permanently available, APPROPRIATE, HIGH FREQUENCY, RE-USABLE words and word variations

25. Permanent, Re-usable Vocabulary
Words to which student ALWAYS has access
Words the student can use across activities
Words the student needs to learn to use to talk when not in school anymore

26. Which Words? The first words should allow RANGE of REASONS to talk
Normal language development is the guide to select

27. Vocabulary Needs for AAC System
Access to large set of vocabulary
Core vocabulary
Fringe vocabulary to supplement
Vocabulary to function in various environments, pragmatic needs and functions
Organized method for expansion

28. Today’s Method
Role play to select words from a manual communication board that already has a robust set of core words
Do a reading activity with a book
Script for those words in 3 activities per table

29. Instructions . . . Divide into 3 groups/table
Each make ONE list of words
To MEDIATE
To DISCUSS
To RE-TELL
Scripting
Jot down a simple script – what you say, what you expect the child to say
Circle the words you need on the communication board

30. Mediating Tasks Take turns Do a physical activity (turn page) Repeat
Stop

31. Discussing Tasks Make positive comments Make negative comments
Ask questions
Give information
Get information

32. Re-Telling Tasks Re-phrase the story
Replace specific words with generic words
Re-define extended vocabulary with core vocabulary

33. Talk with the words you already have!!
Train yourself to talk with the words you already have before you start adding more and more words, especially extended vocabulary.
Train yourself to encourage de-contextualization of words (use in different context from which it was originally learned.)

34. Any ideas?

35. Six Strategies a
team member
can use to
support an
AAC user.
LUNOFF

36. 1. Learn AAC basic operations
Help student learn basic operations
Make adjustments
change volume
revise message
add vocabulary
Problem solve when device does not work
plug in charger
contact team member for difficult problems

37. 2. Encourage others to become involved with the AAC user
Communicate regularly with parent to encourage them, select vocabulary and program
Familiarize peers with AAC techniques and why it is used
Identify communication mentors to practice communication

38. 3. Identify and program vocabulary student will need
Determine core / fringe vocabulary student will need to participate in a variety of activities
Prepare materials for training target vocabulary
Inform designated person of new vocabulary to preteach

39. 4. Provide MANY communication opportunities throughout the day and easy access to the AAC device
Provide the same number of opportunities for the AAC student as other students
Tell AAC user questions/assignments in advance with time to prepare
Be sure AAC system is set up AND available
Be prepared with a backup low-tech system
Provide the same number of communication and participation opportunities for the AAC student as other students
Tell AAC user questions/assignments in advance, so s/he can practice/prepare
Be sure AAC system is set up and available
Be prepared with a backup low tech system when the high tech system goes down

40. 5. Use strategies to facilitate communication
Expectant Wait
Reinforce all attempts to communicate
Give instructions slowly
Expectantly pause so the AAC student knows that you want him to participate, and that you will give him time to create a message. Peer will need to be taught as well.
Reinforce all attempts the AAC student makes to communicate (acknowledge incorrect responses)
Some students may need you to slowly give instructions, one step at a time. Adjust your vocabulary, length of message, and speaking level accordingly.

41. 6. Encourage Literacy Provide a literacy rich classroom
Use the AAC system during reading, writing, & spelling activities
Read to students encouraging active participation using the AAC system
Non-spellers can use symbols on the AAC device to write.
Provide a literacy rich classroom environment loaded with books, magazine, and different types of writing
Use the AAC system as often as possible during reading, writing, & spelling activities
Read to students encouraging active participation using the AAC system
Non-spellers can use symbols on the AAC device to write