AAC Vocabulary Building

• AAC Vocabulary Building

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    Planning for progression when thinking about vocabulary building to enhance communication allows us to:

    • Consider the move from an initial lexicon of core words to a more varied one that includes a wider vocabulary
    • Discuss what words might be used in a enlarged vocabulary
    • Assess understanding of linguistic concepts
    • Explore some case studies to support the types of vocabulary needed. 

    
    

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    Building Language

    Vocabulary building is complex and it is important to have a clear idea of the child's language/linguistic abilities.  Let's refresh our memories... 

    There are several aspects to learning language when using AAC, such as 

    • "reasons to communicate (pragmatics), 
    • the communication dance (discourse), 
    • word meanings (semantics), 
    • word building (morphology) and 
    • sentence building (syntax)." (Van Tatenhove, 2005).   

    Let's compare typical vocabulary developement to that of Atypical Language Experiences (AAC)
    

    
    

    Typical and Atypical Language Development (Murray & Goldbart, 2009)
    

    Typical	Atypical (AAC)
    12-18 months First 50 Words - objects and relational words that indicate the context or activity 1-2 years Referential style - lots of single word naming mainly people, animals food - concrete rather than abstract concepts.  has fun with words - made up ones.    Expressive style with whole phrases with prepositions and other core words appearing.	2-5 years nouns introduced verbally and used via AAC.  Later two or more words used, but not necessarily  with correct grammar or syntax (word adjacency versus word order).
    2-3 years: Approximately 500 words - use sentences with three or more words with improved grammar and word order (syntax).  Plays with language, songs, rhymes etc.	2-3 years Icons or symbols organised into semantic groups (by meaning) rather than by groups which have similarities.  Referential style (single words used). Limited expressive communication strategies using core words /symbols with personlised fringe vocbulary.
    3-4 years Approximately 1000 words  Answers simple questions. Uses sentences of five to six words often with the correct syntax, even if the grammar or pronunciation may not be totally correct.	3 years  - onwards  Dynamic (several layers of vocabulary on offer) versus Static (single layer) AAC devices considered with corresponding impact on vocabulary development.  Word recognition and lingusitic skills. Knowledge and evaluation of graphical symbol systems has an impact on language acquisiition
    5 years Approximately 3000 words with longer sentences although some pronouns and relationals such as more or less big or little may still be muddled and not all family relationships are understood such as Aunt and Uncle.  May start to depend on the context of a word for understanding - cool person as opposed to being cool weather.	The gap between understanding language and vocabulary use may widen. Communication skills may be hampered by the AAC system.  Professional's knowledge and evaluation of graphical symbol systems affects potential language acquisition.

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    Activity - Building an Initial and Core Board

    No one word list is adequate for selecting valid vocabulary for an AAC user and as you have learnt it also depends on many factors including ability, environment, culture, language, task and tools.  The process has to be collaborative and highly individualised, as well as being regularly reviewed. 

    

    Here is a 'Universal Core Vocabulary' in English from Project Core.  Make a communication board using any symbol set and chart building system.  Think about semantics and syntax. You may have already tried Boardbuilder, Cboard and Coughdrop and had a conversation with a young child using a chart but these words can be used with any classroom activity.  Make a note in your reflective journal about the number of phrases you were able to generate and how the conversations went. 

    all	finished	he	in	make	open	some	up	where
    can	get	help	it	more	put	stop	want	who
    different	go	here	like	not	same	that	what	why
    do	good	I	look	on	she	turn	when	you

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    Planning for more words

    Progression to increasing numbers of core words, including important fringe words is dependent on many aspects of a child's ability and the AAC system being used, but plan for:
    

    • immediate needs to include "descriptive talking" words such as 'it', 'this' and 'that' etc.
    • recurring activities
    • all parts of speech (mainly found in core words) and part of normal language development
    • words that span many environments. 

    
    

    All these types of words can be found in the Dynamic Learning Maps Comparison of 405 AAC ranked words compared to frequently written words in US English.  There are interesting differences.  

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    Activity - Getting started with Literacy - The importance of grammar

    When exploring language and literacy knowledge (Murray and Smith, 2014) don't forget to evaluate receptive as well expressive skills. Think about the ability to match symbol meaning and language form (grammar) and content (semantics) to show you understand what is happening in for example a composite picture. 
    
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    Case Studies

    We have discussed the use of Janice Light's (1989) communicative competencies and how they can be applied in an assessment setting.  Tobii dynavox have applied them in a way that supports the planning of interventions.  At this stage their Dynamic AAC Goals Grid-2 (download DAGG 2 PDF) can be very helpful with 'Laura' as a Case study.  
    

    "Laura is 4 years old and just received her new communication system. She understands and follows general conversations. She is starting to use clear and simple symbols in motivating situations or favorite activities. In addition, she is beginning to show more interest in social interactions which is one of the main reasons the school SLP suggested an evaluation for a high-tech communication device. 

    Below is her overall picture from working through the Ability Level Continuum. 

    
    

    When you have read her case study you might think about an activity such as picture sequencing to encourage understanding or little exercises where phrases are completed with one word answers such as a cup of .... or drink of...  and watch for her reactions  the aim of increasing phrase length.  Literacy skill goals need to be included in the planning for progression with activities that encourage letter sound correspondence. 
    

    Now read Edie's case study and see if you can apply DAGG 2 to work out her needs and make notes in your reflective journal. 

    Mary Baumann-Spooner also has three case studies that offer ideas from Evaluation to Implementation. 

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    Summary 

    • Think about the balance between speedy access to the core vocabulary and those fringe words that may require more effort to access.
    • The lexicon chosen needs to allow for progression and enable use in a wide number of settings
    • AAC systems can cause constraints on vocabulary selection and this can be frustrating
    • Pictographic symbols may not have one to one semantic relation as with gestures and words. 
    • Time is critical for AAC users, so communication may be made up of the least number of symbols possible that provides meaning. 

    
    

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    Further Reading 

    • Van Tatenhove, G.M., 2005. Normal language development, generative language & AAC. Retrieved Sept, 25th 2023.
    • Murray, J. and Goldbart, J., 2009. Cognitive and language acquisition in typical and aided language learning: A review of recent evidence from an aided communication perspective. Child Language Teaching and Therapy, 25(1), pp.31-58. (university access)
      
    • Light, J., 1989. Toward a definition of communicative competence for individuals using augmentative and alternative communication systems. Augmentative and alternative communication, 5(2), pp.137-144.
      

    
    

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    Reflective Journal 

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    Jurnal

    Reflective Journal Jurnal

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    Presentation slides

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    Legătură

    AAC Vocabulary Building Legătură

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