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Students needing AAC will be using symbols to aid communication. The symbols selected must provide a student opportunities to communicate on a variety of topics and in multiple settings throughout the day. In the recent past the symbols selected for an AAC user focused on requesting desired items or activities. The focus on requesting helped provide the student immediate reinforcement by gaining a desired item with easily recognizable symbols (e.g. ball, cookie, cracker) which were typically nouns. Though a successful strategy, a focus on requesting limits an AAC user’s ability to communicate for other functions (e.g. commenting, asking questions, protesting). To be a competent communicator a child needs to have a large and varied vocabulary.
Students needing AAC will be using symbols to aid communication. The symbols selected must provide a student opportunities to communicate on a variety of topics and in multiple settings throughout the day. In the recent past the symbols selected for an AAC user focused on requesting desired items or activities. The focus on requesting helped provide the student immediate reinforcement by gaining a desired item with easily recognizable symbols (e.g. ball, cookie, cracker) which were typically nouns. Though a successful strategy, a focus on requesting limits an AAC user’s ability to communicate for other functions (e.g. commenting, asking questions, protesting). To be a competent communicator a child needs to have a large and varied vocabulary.
Language is composed of individual words. Certain words & certain types of words are used to construct phrases & sentences far more often than others. These words are called Core vocabulary and make up 75-85% of what we say regardless of only being 250-400 words. The use of Core vocabulary is the same across all demographics including age, gender, setting, topic, and disability. The symbols for these words are usually abstract and have multiple meanings dependent upon contextual use.
Language is composed of individual words. Certain words & certain types of words are used to construct phrases & sentences far more often than others. These words are called Core vocabulary and make up 75-85% of what we say regardless of only being 250-400 words. The use of Core vocabulary is the same across all demographics including age, gender, setting, topic, and disability. The symbols for these words are usually abstract and have multiple meanings dependent upon contextual use.
**What are these words?
**What are these words?
Verbs, Adjectives, Adverbs, Pronouns, Questions Words, Prepositions, and Interjections.
**Access to Core Vocabulary allows the AAC user to do more than request or label.
**Access to Core Vocabulary allows the AAC user to do more than request or label.
Resources
Resources
Check out this video on Concept Mapping which is an essential skill in learning Vocabulary and is made possible with Core Vocabulary.
Erickson's 36.pdfThe Universal Core vocabulary is a set of 36 highly useful single words that can be used alone or in combination to communicate for a range of purposes on countless topics with a wide variety of communication partners. The first 36 Core Words are based upon The Universal Core Project, Chapel Hill, NC: Center for Literacy & Disability Studies, University of North Carolina at Chapel Hill. Click on the following link for a pdf version of the board:
Several formats are available to support student access through direct pointing or touch, eye gaze selection, and partner-assisted scanning. Additionally, high contrast versions are available to address the needs of some students with visual impairments and 3D symbols are available for students who are blind.
All formats are available for free download and printing from: http://www.project-core.com/communication-systems/.
Check out the Learning Modules at the Project Core website:
This video and the accompanying resources (which can be) found here were part of the Power AAC series Gail Van Tatenhove created for PaATTAN to support their efforts in building capacity for high quality AAC services.
In this video Core Vocabulary was used to help an AAC user learn conceptual vocabulary. This vocabulary can be used across AAC systems, settings, and for a variety of functions.
References
References
Banajee, M., Dicarlo, C., Stricklin, S. (2003). Core vocabulary determination for toddlers. Augmentative and Alternative Communication, 19, 67-73. doi: 10/1080/0743461031000112034
Bean, A, Paden Cargill, L, Lyle, S. (2019). Framework for selecting vocabulary for preliterate children who use augmentative and alternative communication. American Journal of Speech Language Pathology, 28, 1000-1009. doi: 10.1044/2019_AJSP-18-0041
Beukelman, D. R., Jones, R. S., Rowan, M. (1989). Frequency of word usage by nondisabled peers in integrated preschool classrooms. Augmentative and Alternative Communication, 5, 243-248. doi: 10.1080/07434618912331275296
Beukelman, D. & Mirenda, P. (2013) Augmentative and alternative communication: Supporting children & adults with complex communication needs (4th Ed.) Baltimore, MD: Paul H. Brookes
Boenisch, J. &. (2015). The oral core vocabulary of typically developing English-speaking school-age children: Implication for AAC practice. Augmentative and Alternative Communication, 31(1), 77-84. doi.org/10.3109/07434618.2014.1001521.
Bracken, Bruce & Crawford, Elizabeth. (2009). Basic Concepts in Early Childhood Educational Standards: A 50-State Review. Early Childhood Education Journal. 37. 421-430 .doi: 10.1007/s10643-009-0363-7.
Hatch, P, Erickson, K., Dennis, A., & Cummings, M. (2013. November). Journey to the core: Developing a core vocabulary for the common core. Presented at the American Speech Language-Hearing Association (ASHA) Annual Convention, Chicago, IL.
Snodgrass, M.R., Stoner, J.B., & Angell, M.E. (2013). Teaching conceptually referenced core vocabulary for initial augmentative and alternative communication. Augmentative and Alternative Communication, 29, 322-333. doi:10.3109/07434618.2013.848932
Soto, G. & Zangari, C. (Eds.) Practically speaking: Language, literacy and academic development of students with AAC needs (pp.192-215). Baltimore, MD: Paul Brooks Publishing Co.
Zangari, C. (2015, July 20). The Baby, the Bathwater, and Core. Retrieved from Practicalaac.org: https://praacticalaac.org/praactical/the-baby-the-bathwater-and-core-vocabulary/
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