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The first and most powerful strategy is the use of core vocabulary
Marlene
7/20/2016 6:09 AM
I used a set of 20 core vocabulary in my early childhood classroom for students with complex communication needs 30+ years ago. It served as a powerful symbol based language system for all the students prior to any AAC assessment or device purchase. We decided to explore this same approach with 28 schools districts as a starting place to support language intervention and instruction prior to assessment.
A core vocabulary is a small set of powerful words that are used frequently across multiple contexts and purposes. The high occurrence of these core words in daily communication greatly increases the number of opportunities for teaching and learning. In contrast more concrete vocabulary often referred to as fringe words typically represent a specific person, place or activity. Core vocabulary words make up more than ¾ of what adults and children actually say. They are 85% of the words we use daily and are drawn from a core of 350-400 most common words.
Our team goal to provide user-friendly AAC strategies and supports began with a 32 location static core board. Additionally, this display was provided on a 32 Go Talk Express and more recently on a wall sized core display for large group and classroom use. After 12 months of implementation we checked in with our teams. We discovered sometimes the stories we tell ourselves do not always represent reality. We then expanded our core vocabulary display to 48 and 66 locations.
Our Story & Our Reality Check:
"Just because I knew what core vocabulary was I thought I was "doing it"! NOT so much. I realized that implementation isn't a couple times a week during just a few activities". Know and doing are two different things.
"I wasn’t really immersing my students in core. It was more sporadic then I wanted to admit. If I don't have core available all the time, so I decided that to do this right I wanted to get that sick feeling in my stomach, like when I think I have lost my phone."
Resources:
- Dynamic Learning Maps Professional Development Modules: http://dlmpd.com/ (Check out: DLM Core Vocabulary and Communication, Symbols and Beginning Communicators)
- Project Core: http://www.project-core.com/
- Center for Literacy and Disability Studies: http://www.med.unc.edu/ahs/clds (Core Vocabulary)
- PrAACtical AAC Tag Archive: Core Vocabulary: http://praacticalaac.org/tag/core-vocabulary/
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Statement A
My child doesn't seem to have real control over his body yet.
The only way I know that he wants something is because he fusses or whines when he's unhappy or uncomfortable, and he smiles, makes noises or calms down when he's happy and comfortable. Does this statement describe your child?
Statement B
My child has control over her own behaviors, but she doesn't use them to try to communicate to me.
She doesn't come to me to let me know what she wants, but it's easy for me to figure out, because she tries to do things for herself. She knows what she wants, and her behavior shows me what she wants. If she runs out of something to eat, she will just try to get more, rather than trying to get me to give her more.
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Statement C
My child clearly tries to communicate his needs to me through gestures, sounds or language.
He knows how to get me to do something for him. He uses some of the kinds of behaviors below to communicate:
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Each question you will see is related to a certain message that your child might be able to express using a variety of behaviors. Read the question and decide whether your child is able to express the message described using any of the listed behaviors. If the answer is YES, then you must also decide whether your child has mastered the use of each behavior or whether it is still at an emerging stage. Check either the mastered or emerging box next to any behaviors your child uses to express the message. Use the following definitions to decide whether a behavior is mastered or emerging
Mastered
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Emerging
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Only does this when prompted or encouraged to do so. Only does this in one or two contexts or with one person.
Tips on Communication Devices
Each question you will see is related to a certain message that your child might be able to express using a variety of behaviors. Read the question and decide whether your child is able to express the message described using any of the listed behaviors. If the answer is YES, then you must also decide whether your child has mastered the use of each behavior or whether it is still at an emerging stage. Check either the mastered or emerging box next to any behaviors your child uses to express the message. Use the following definitions to decide whether a behavior is mastered or emerging