What is core vocabulary? It consists of about 200 words that make up 80% of the vocabulary that we use in everyday speech. These words are primarily pronouns, verbs, descriptors and question words. Some of the most common core words include: I, yes, no, my/mine, the, want, is, it, that, a, go, you, what, on, in, here, more, out, off, some, and help.
In contrast, fringe vocabulary words are lower-frequency words that consist mostly of nouns and are specific to particular situations. For example, fringe vocabulary that is related to recess or play time may include words like basketball, swings, and slide.
Why is Core Vocabulary Important in AAC?
Augmentative and alternative communication (AAC) systems are tools that replace or supplement spoken language. A specific AAC system is often referred to as an AAC device. Children may use tablets such as iPads to point to pictures or symbols representing words that generate voice output when touched. Less complex AAC devices may combine voice output with static picture overlays instead of dynamic screens.
When teaching children to use AAC devices, it’s natural to consider teaching them to use fringe vocabulary consisting of specific nouns. For example, to teach a child to request foods at snack time, we may program her favorite snacks onto a device (e.g., goldfish, popcorn). Although the child may learn these specific words in this context, it will be difficult for her to put this knowledge to use in other situations. It is actually more useful for her to learn to use core vocabulary words such as “drink,” “eat” and “want,” rather than the fixed nouns related to her snack. Such core words are flexible and can be used throughout the day, including at mealtimes.
Academic Engagement
A number of years ago, one of my high-school clients was assigned to read the play Romeo and Juliet. To help her engage with the text, I programmed her AAC device to include specific nouns related to the plot, including words like “Romeo,” “Juliet” and “poison.” I then taught her how to navigate to the correct screen to use those words to answer questions and make sentences. Although she was able to use these words to engage with the text, they were of little use to her later on. In retrospect, it might have been more beneficial to emphasize the use of core words taken from the play. For example:
Romeo drinks the poison. —> He drinks it.
Juliet and Romeo fall in love. —> She loves him. He loves her.
Teaching Core Vocabulary
When placing symbols on an AAC system, it’s important to ensure that frequently used symbols always appear in the same locations on different devices. This helps children to develop motor patterns that enable them to locate the correct symbols quickly. We begin by teaching individual core words and then quickly expand to two or three-word phrases. For example, after teaching the word “go,” we expand this concept to include terms like “go there,” “go away” or “don’t go.”
Core vocabulary words may seem difficult to teach because they are abstract concepts, but it is possible for students with varying cognitive abilities to learn to use them. To start teaching core vocabulary to your child, think of words that a very young toddler or child might use in a given situation or activity. Terms like “all done,” “go,” “help,” and “mine” are some of the most common. Start teaching and modeling the words that can be used in a variety of situations.
Nonverbal children or children with limited verbal ability often rely on AAC devices to communicate. To maximize the potential of such children, it’s important to focus on core words that are useful and flexible. Strengthening core vocabulary helps children to answer questions and to express their wants, needs, opinions and even dreams independently.
This is so cool, Jessica!!