Using Core Vocabulary in Dynamic Display AAC Devices Kathy Clapsaddle, M.S., CCC-SLP ESC Region XIII kathy.clapsaddle@esc13.txed.net

Augmentative and Alternative Communication …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.

communication possible. The Goal of AAC: ... the most effective communication possible. Using the simplest tools and strategies.

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 is Represented on AAC systems 3 ways

Language Representation Methods Single Meaning Pictures Alphabet-based Semantic Compaction Single Meaning Words Functionally Speaking Mini Merc Pre School Pages on Mini Mo and Mighty Mo Single Meaning Pictures – Boardmaker & Gateway Alphabet-based Spelling Word Prediction Semantic Compaction – combine symbols to say 1 word – Minspeak/Unity

Single – Meaning Pictures Each word requires a picture Easy concept to understand However Most words are not picture produced Not natural Severe organization issues Spelling – Ask Jennifer about Carlos Word Prediction – Ask Perks about Word Precidition Letter Coding – Letters can represent a full word or sentence Color Coding Letters – show Carlos Board

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 Concept Requires spelling skills, slow Rate enhancements Abbreviations Requires good memory skills Word Prediction Requires some spelling Distracting

Semantic Compaction or Minspeak/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 Minspeak – Lunoff show how 2 symbols represent a word and the reason behind the symbols

Core vs. Extended Core vocabulary is reusable Extended vocabulary is specific Core vocabulary are words that are used over and over throughout our whole lives in all of our life activities, regardless of our interests or abilities. They are RE-USABLE. 85% of words we say. Extended vocabulary are words – usually nouns – that are unique to each of us and are related to specific activities or interests. Consists of thousands of words Covers 15% of what is said Highly individual; usually content based Low incidence among users

Core Words are … Consistent Predictable Combinable Consistent across time, people, ages, activities Predictable in how they develop Combinable because the words come from a full range of word groups

Yes, but . . . My kids can’t put words together to make even 2 or 3 word combinations! Yes, but my kids don’t need core words. They can’t put words together to make even 2 or 3 word combinations. They are “concrete.” Core words are too abstract. They need whole sentences. They are still learning how to participate at the most basic level.

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 Early Language Development patterns Step 1: Have a variety of reasons for communicating Step 2: Combine words Step 3: Produce basic morphology

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 Handout – Starter Set of Voc Want to target a variety of Language Functions – Listed on Handout WE OFTEN WANT TO ONLY PLACE NOUNS ON COMMUNICATION SYSTEMS Look at List of Starter Voc – Not many nouns Prompt Handout – Review all the ways you can get your meaning across using the List of Starter Voc Now your turn – Use the List of Starter Voc – I ask you to go shopping with me. What could you say? Sample Display of Voc is a shorter list of Development of Expressive Language using Multiple Word Combinations – Examples – target very soon in training Core Voc Therapy Checklist – PLAN – TARGET – DOCUMENT

Top 25 Most Frequently Occurring Words by Adult Augmented Communicators (Hill, 2001) was 15. for 22. but the that 16. have 23. know to 10. in 17. like 24. with and 11. of 18. me 25. they a 12. my 19. do it 13. you 20. on 7. is 14. yes 21. people What do you notice about these words? Pronouns Conjunctions Articles Verbs Nouns????

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 Help students learn information (identified as important to learn in state standards) by implementing curriculum materials Focus on critical concepts & vocabulary as identified in the curriculum materials Get fluid, up-to-date information about what their students have learned Monitor student progress through asking questions Test students on what was taught One word, response-oriented questions are asked - content words are the answers to these questions Where is the Iditarod held? What do we call the driver of the sled? Critical thinking questions are asked to probe deeper into the student’s learning – require more than a one word response Why would mushers need to be courageous? Why would a musher want to use an experienced lead dog? One Word Response What is . . .? Critical Thinking Why did . . .?

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 Requires access to an ever expanding body of content vocabulary for quick, word responses Requires the least amount of critical thinking or language production by the student Puts the highest memory demand on AAC users with the least pay-off in learning or language development

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 Requires access to a body of high frequency, reusable core vocabulary for longer, descriptive answers Requires more integration of the information (Bloom’s Taxonomy of Learning) Allows 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 with the words you already have!! Train yourself to talk with the words you already have before you start adding more and more words, especially extended vocabulary. Train yourself to encourage de-contextualization of words (use in different context from which it was originally learned.)

Any ideas?

Six Strategies a team member can use to support an AAC user. LUNOFF

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 Provide the same number of communication and participation opportunities for the AAC student as other students Tell AAC user questions/assignments in advance, so s/he can practice/prepare Be sure AAC system is set up and available Be prepared with a backup low tech system when the high tech system goes down

5. Use strategies to facilitate communication Expectant Wait Reinforce all attempts to communicate Give instructions slowly Expectantly pause so the AAC student knows that you want him to participate, and that you will give him time to create a message. Peer will need to be taught as well. Reinforce all attempts the AAC student makes to communicate (acknowledge incorrect responses) Some students may need you to slowly give instructions, one step at a time. Adjust your vocabulary, length of message, and speaking level accordingly.

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. Provide a literacy rich classroom environment loaded with books, magazine, and different types of writing Use the AAC system as often as possible 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