1. Implementing the Use of Core Vocabulary Strategies in Functional Activities

2. Shannon Paige, M.S. CCC-SLP Sarah Hudson, M.A. CCC-SLP (with a little help from the students and staff in Cypress-Fairbanks ISD!) Presented By:

3. 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.

4. 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

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

6. What is a core vocabulary (communication) board?

7. 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.

8. Core Vocabulary is based on research Joanne Cafiero-Increase available vocabulary Caroline Musselwhite-Social Scripts Gail Van Tatenhove-Pixon Project

9.  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?

10. Core Vocabulary Board

11. Every one uses it all of the time! What Makes a Communication Board Work?

12.  Child/Client  Teachers/Teaching Assistants  Therapists  Classmates  Parents/Caregivers  Siblings/Extended Family Who does that Include?

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

14.  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

15.  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

16.  Continue to implement one step at a time!  Magic doesn’t happen over night, but with consistency, it will. Where do we go next?

17. Learning to Navigate the Core Vocabulary Board

19. Entering a new Environment “Hello” “I am here” “I want to eat” Specific Uses (Functional)

22. Controlling Environment “do something different” “finished” “something new, something fun” Specific Uses (Transitioning)

24. “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)

27. “I want it” “I want something to eat” “I want a turn” “I want something different” “more” Specific Uses (Requesting)

29. Specific Uses (Feelings) “I like it” “I am happy” “I am tired” “I don’t like it”

31. “It is big” “It is yucky” “It is yellow” Specific Uses (Describing)

33. “I want a turn” “not now” “I want to wait” Specific Uses (Turn-Taking)

35. “stop” “wait” “stand” “walk” “sit” Specific Uses (Directives)

37. Where are they functioning?  Mildly Delayed  Moderately Delayed  Severely Delayed What does that look like? Know Your Client

38.  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

39.  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

40.  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

41. Adapting Environment and Materials to Promote Communication

42. Our Toolbox  Adapting environment  Adapting activities  Adapting books Adapting Materials

43. Embedding Core Vocabulary in the Environment

44. Adapting Environment to Promote Use of Core Vocabulary

46.  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

47. 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)

48. Questions & Answers

49.  The University of Nebraska http://aac.ul.edu/VLN1.html http://aac.ul.edu/VLN1.html  Gail Van Tatenhove’s and the Pixon Project www.vantatenhove.com www.vantatenhove.com  Caroline Musselwhite www.aacintervention.comwww.aacintervention.com  Joanne Cafierro PH.D. www.cafierocommunications.comwww.cafierocommunications.com  Email us at any time: shannon.paige@cfisd.net or sarah.hudson@cfisd.netshannon.paige@cfisd.net sarah.hudson@cfisd.net Sources