Julie Dunbar, M.S. Ed.Assistive Technology Exchange CenterA Program of Goodwill Orange County

julied@ocgoodwill.org

AgendaIntroductionCourse purposeLanguage Development and Core

VocabularyUsing Core Vocabulary in Everyday

SituationsResources Available Questions/Wrap-up

Before we begin…Let’s set our expectations higher!

"I know many parents and educators who are so happy to have their child be able to just express their needs. I think people who do this are doing a great disservice to their child; because there is so much more to life and communication than just expressing needs.“ - Jon Feucht, AAC user

Core Vocabulary What does the research tell us?

80% of the words we say comes from a list of 200 words; 85-90% of the words we say comes from a list of 300-400 words (Baker & Hill, 2000)

When was the last time you said… go Dolly Parton more get cinnamon

Neptune see and jeopardy

like tornado Dora run is are

Core Vocabulary: Multi-meaning words

GoMake the car goGo home/go

outsideGo away!

TurnTurn on/offTurn aroundTurn the pageTurn up/downMy turn

UpWake upShut up!Open upPut up

StopStop that!Make it stopI want to stopIt’s time to stop

Vocabulary SelectionCORE VOCABULARY

Small number of words used frequently Does not vary across settings, gender, age, etc.

FRINGE/EXTENDED VOCABULARY Can be 1000s of words depending on individual

Not used frequently Changes depending on topic, setting, interests, etc.

Impossible to predict what someone wants to say!Access to core vocabulary allows for novel

utterances and communication across settings and environments

Toddler VocabularyBanajee, M., Dicarlo, C., & Stricklin, S. B. (2003).

1. I 9.5

2. No 8.5

3. yes/yeah 7.6

4. The 5.2

5. Want 5.0

6. Is 4.9

7. It 4.9

8. That 4.9

9. A 4.6

10. Go 4.4

11. My 3.8

12. Mine 3.8

13. You 3.2

14. What 3.1

15. On 2.8

16. In 2.7

17. Here 2.7

18. More 2.6

19. Out 2.4

20. Off 2.3

21. Some 2.3

22. Help 2.1

23. All done 1.0

Total 96.3%

WORDS PERCENTAGE WORDS PERCENTAGE

8

“Communication is based on the use of the individual words of our language. True communication is spontaneous and novel. Therefore, communication systems cannot be based significantly on pre-stored sentences.

Communication requires access to a vocabulary of individual words suitable to our needs that are multiple and subject to change. These words must be selected to form the sentences that we wish to say.” – ASHA’s AAC Glossary

Typical Language Development18 months

5-20 words2 years old

150-300 words3 years old

900-1,000 words 5- 6 years old

2,500-5,000 words Talking to learn VS.

Learning to talk

Communicative Functions“I want… , I want… , I want… , I want…”

There’s more to communication than requesting objects!

Other communicative functions include:NamingCommentingRequesting objectsRequesting informationRespondingProtesting or rejectingGreeting * ALL COME UP IN STAGE 1 **

Literacy and Core VocabularyLess than 10% of individuals who use AAC systems will read beyond the second grade level (Erickson, 2003)

Most sight word lists used in schools are made up of core vocabulary wordsDolch word listsFry word lists

Core Vocabulary in Communication in Everyday Situations

Preschool AgeExample: Brown Bear, Brown Bear book

“What do you see?” (I see a…)Instead of only asking the child “what

do you see?” and only requiring a label…“Tell me something about the bear…”

(he is big; he is brown; I don’t like)Have the child ask you or other children “what

do you see” in other environments for carry over activity

Core Vocabulary in Communication in Everyday Situations

Elementary AgeExample: Weather lesson

Questions Responses

What happens when something evaporates?

What goes in air

What is atmosphere? Air around us

What is precipitation? Water fall on ground

Tell me about a hurricane? Big turning storm; big storm that turns over water

What is condensation? When air turn to water

What is a blizzard? Lots of snow

Core Vocabulary in Communication in Everyday Situations

Elementary AgeExample: Five Senses lesson

Common Words Taught

Don’t forget core words!

Eyes See/Look

Ears Hear/Listen

Nose Smell

Hand Touch/Point

Mouth/tongue Taste

•Play “I spy” but use “I see…”•Cardboard box with small hole to see

•Bring in various things to smell… talk about smells using “I like…” or “I don’t like…”•Bring in various things to taste •Play different sounds •Bring in sensory items to feel

Core Vocabulary in Communication in Everyday Situations

Middle SchoolExample: Solar System unitTypical vocabulary chosen: Mercury, Venus,

Earth, etc.Questions Responses

Tell me something about Jupiter

Very hot; biggest one; has red spot

Tell me something about Mercury

Close to sun; smallest one

What is the sun? Big hot star

How does an eclipse happen? Moon goes in front of sun

Core Vocabulary in Communication in Everyday Situations

High SchoolExample: Anatomy and Physiology

Questions Responses

What does our brain do? Help us feel and think

What do we need lungs to do? Give us air. Help us breathe.

Tell me something about proteins. Help me move and stay up.

Define respiration. Air goes in and out. Breathe in and out.

What happens with your metabolism?

Food break down

What is pigment? Gives me my skin color

Core Vocabulary in Communication in Everyday Situations

AdultsExample: Visit to the doctor

Why do I need that? (medicine)My head hurts a lotThat one makes me feel sickI feel sick because my head is hot,

my throat hurts, and I have a cough

I hurt in my (leg, arm, stomach, etc.)

Core Vocabulary in Communication in Everyday Situations

AdultsExample: Getting around town/travel

I need help to find the grocery store.Can I get to the mall on here?What time is last stop?I need to take this with me.I need to leave at 9 a.m.

The Language Stealers

ResourcesAAC Language Lab (www.aaclanguagelab.com)

Lesson plans Teaching materials; books Language stages charts

AAC Institute (www.aacinstitute.org) FREE professional development courses

Tarheel Reader (www.tarheelreader.org) FREE accessible books

Bookshare (www.bookshare.org) Accessible library

The Bridge School (www.bridgeschool.org/activities)

Apps for Teaching Core Vocabulary

Questions?THANK YOU!!

Assistive Technology Exchange Centerwww.atec-oc.org

A Program of Goodwill Orange CountyJulie Dunbar, M.S. Ed.julied@ocgoodwill.org

ResourcesBaker, B.R., Musselwhite, C., & Kwaskiewski, K. (1999).

Literacy, language, and minspeak: Core vocabulary is the key. Duke Univresity Medical Center, Durham, North Carolina, February.

Benajee, M., Dicarlo, C. & Stricklin, B. (2003). Core vocabulary determination for toddlers. Augmentative and Alternative Communication, 19, 67-73.

Beukelman, D.R., Jones, R. & Rowan, M. (1989). Frequency of word usage by nondisabled peers in integrated preschool classrooms. Augmentative and Alternative Communication, 5, 243-248.

Erickson, K. (2003). Reading Comprehension in AAC. The ASHA Leader.

Erickson, K., Koppenhaver, D., Yoder, D., an Nance, J. (1997). Integrted communication and literacy instruction for a child with multiple disabiliites. Focus on Autism and Other Developmental Disabilities, 12(3), 142-150.

Hill, K. (2009). Data collection and monitoring AAC intervention in the schools. ASHA Perspectives on Augmentative and Alternative Communication, 18, 58-64.