Shannon Paige, M.S. CCC-SLPSarah Hudson, M.A. CCC-SLP

(with a little help from the students and staff in Cypress-Fairbanks ISD!)

Presented By:

Disclosure Statement

No relevant financial relationship(s) or nonfinancial relationship(s)We have no relevant financial or nonfinancial relationships in the products or services described, reviewed, evaluated or compared in this presentation.

Participants will learn:To navigate a simple low technology core vocabulary board to make basic wants and needs known.Adapt current therapeutic strategies to incorporate the use of core vocabulary.Embed the use of the core vocabulary board in daily activities promoting active learning and developing functional communication.

Learning Objectives

As speech pathologists, we are here to support and to promote functional communication in all settings.

What is a core vocabulary (communication) board?

A Core Communication Board (Core Board) is a research based low technology (low tech) tool that can come in many shapes and/or sizes to support functional communication with children and adults.

Core Vocabulary is based on research

Joanne Cafiero-Increase available vocabulary

Caroline Musselwhite-Social ScriptsGail Van Tatenhove-Pixon Project

Just like sight words, the vocabulary on the Core Board is selected based on the frequency it is used within typical children’s and adults’ communication samples.

How is Vocabulary Selected?

Core Vocabulary Board

Every one uses it all of the time!

What Makes a Communication Board Work?

Child/Client Teachers/Teaching Assistants Therapists Classmates Parents/Caregivers Siblings/Extended Family

Who does that Include?

The more exposure each individual has to the Core Board, the better chance they have of learning it and using it.

Rule of Thumb

The more proficient the individual is, the better chance he/she has of moving on to devices that will grow with him/her if needed.

Rule of Thumb

We need to model at every opportunity. Therapists and other important service

providers/caregivers need to model the use consistently.

Any other individuals that interact regularly should be trained and need to model also.

Rule of Thumb

Continue to implement one step at a time!

Magic doesn’t happen over night, but with consistency, it will.

Where do we go next?

Learning to Navigate the Core Vocabulary Board

Entering a new Environment

“Hello”

“I am here”

“I want to eat”

Specific Uses (Functional)

Controlling Environment

“do something different”

“finished”

“something new, something fun”

Specific Uses (Transitioning)

“I go to eat”

“I go to bathroom”

“I go outside”

“I go to play”

“I go to bus”

“I go to run”

Specific Uses (Leaving)

“I want it”

“I want something to eat” “I want a turn”

“I want something different”

“more”

Specific Uses (Requesting)

Specific Uses (Feelings)

“I like it”

“I am happy”

“I am tired”

“I don’t like it”

“It is big”

“It is yucky”

“It is yellow”

Specific Uses (Describing)

“I want a turn”

“not now”

“I want to wait”

Specific Uses (Turn-Taking)

“stop”

“wait”

“stand”

“walk”

“sit”

Specific Uses (Directives)

Where are they functioning?

Mildly DelayedModerately DelayedSeverely Delayed

What does that look like?

Know Your Client

Typically uses 3 word utterances or more for labeling, repeating, answering, requesting, calling, greeting protesting and practicing

Fit in with peers until you have a conversation with them

Generally working on vocabulary development (higher level descriptive concepts, prepositions, and sequencing-first, then, last), articulation, increased utterance length-quality, turn taking and grammatical structures (articles, pronouns, question forms)

Mildly Delayed

Typically uses 1-2 word utterances for labeling, repeating, answering, requesting, calling, greeting protesting and practicing

Appears younger than typical peers Generally working on vocabulary development

(increasing MLU/Mean Length of Utterance to 3 words, verbs and verb forms, early developing descriptive concepts), articulation, increased utterance length-quantity, following general directions in class

Moderately Delayed

Typically uses behavior or single word utterances for labeling, repeating, answering, requesting, calling, greeting protesting and practicing

Uses more gestures paired with behavior to communicate

Limited attention span Typically working on imitating sounds and words, using

words more than gestures, remaining in area, attending to activity, vocabulary development (nouns and verbs)

Severely Delayed

Adapting Environment and Materials to Promote Communication

Our ToolboxAdapting environmentAdapting activitiesAdapting books

Adapting Materials

Embedding Core Vocabulary in the Environment

Adapting Environment to Promote Use of Core Vocabulary

Pick a sentence, put it in your lesson plan and everyone uses it that week

Find ways to practice phrases/sentences in a variety of settings (rooms, activities, people)

Model sentences when possible Reinforce to gain independence

Sentence a Week

Or at least thoughts to ponder…

We base many of our therapy objectives on the Pixon Project which is available through Meyer-Johnson. The Pixon Project provides a starting point for writing functional goals using core vocabulary for your clients.

Writing Goals & Objectives (The Plan)

Questions & Answers

The University of Nebraska http://aac.ul.edu/VLN1.html

Gail Van Tatenhove’s and the Pixon Project www.vantatenhove.com

Caroline Musselwhite www.aacintervention.com

Joanne Cafierro PH.D. www.cafierocommunications.com

Email us at any time: shannon.paige@cfisd.net or sarah.hudson@cfisd.net

Sources