using core vocabulary in dynamic display aac devices kathy clapsaddle, m.s., ccc-slp esc region xiii...

Using Core Vocabulary in Dynamic Display AAC Devices

Kathy Clapsaddle, M.S., CCC-SLP

ESC Region XIII

kathy.clapsaddle@esc13.txed.net

…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.

Augmentative and Alternative Communication

Dynamic Display

• Displays that change based upon selection

• Symbols are integrated part of vocabulary software

Advantages

• Extremely flexible

• Items arranged based on preference

• Synthetic speech

• Large vocabulary

• Environmental controls

• Computer functions

Disadvantages• More difficult to learn

• Require power

• Computer glitches

Language Representation Methods

• Single Meaning Pictures

• Alphabet-based

• Semantic Compaction

Single – Meaning Pictures

• Each word requires a picture• Easy concept to understand

However

• Most words are not picture produced• Not natural • Severe organization issues

Single Meaning Pictures

• Each word requires a picture• Easy concept to understand

However . . .

• Most English words not concretely represented

• How do you organize?

Alphabet-based Systems

• Spelling one letter at a time Simple ConceptRequires spelling skills, slow

• Rate enhancementsAbbreviationsRequires good memory skills

• Word PredictionRequires some spellingDistracting

Semantic Compaction orMinspeak/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

Core vs. Extended

• Core vocabulary is reusable

• Extended vocabulary is specific

Core Words are …

• Consistent

• Predictable

• Combinable

My kids can’t put words together to

make even 2 or 3 word combinations!

Yes, but . . .

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

there!

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

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

Top 25 Most Frequently Occurring Words by Adult

Augmented Communicators (Hill, 2001)

1. I 8. was 15. for 22. but

2. the 9. that 16. have 23. know

3. to 10. in 17. like 24. with

4. and 11. of 18. me 25. they

5. a 12. my 19. do

6. it 13. you 20. on

7. is 14. yes 21. people

TEACHING with Core Language

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

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

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

PLAN to give the student access to 50 - 400

permanently available, APPROPRIATE, HIGH

FREQUENCY, RE-USABLE words and word variations

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

Which Words?

• The first words should allow RANGE of REASONS to talk

• Normal language development is the guide to select

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

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

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

Mediating Tasks

• Take turns

• Do a physical activity (turn page)

• Repeat

• Stop

Discussing Tasks

• Make positive comments

• Make negative comments

• Ask questions

• Give information

• Get information

Re-Telling Tasks

• Re-phrase the story

• Replace specific words with generic words

• Re-define extended vocabulary with core vocabulary

Talk w

ith th

e word

s you

alread

y

have!!

Any ideas?

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

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

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

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

5. Use strategies to facilitate communication

• Expectant Wait

• Reinforce all attempts to communicate

• Give instructions slowly

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.