Implementing AAC + Use of Core Vocabulary (with reference to AbleNet)

If your child or loved one was recommended to use a high-tech AAC device and you’re feeling lost, fear not! It is completely natural and expected that this new communication modality could cause caregivers to feel lost, overwhelmed, and confused. As much as your child or loved one is learning to use this modality, you are too! Below you’ll find several tips to support those first few weeks of adjusting using the device at home. 

• Have the device charged and available as much as possible throughout the daily routine. For example, have it out on the table during mealtimes, out on the coffee table or couch while watching TV, and available during playtime. This will support integration of the device into routines and will allow for exploration and initial navigation of the device. Take some time for yourself to also explore the device during these times!
• Model as much as possible in the context. This will help you and the AAC user begin to explore where various folders and buttons are. For example, during mealtimes, explore the “eat” folder/buttons and model what is going on or what is being eaten (“We are going to eat an apple and some cheese!” Then select EAT + APPLE + CHEESE). Please know that you do NOT have to model every word in a sentence! We want to focus on those key words in a phrase. For example, if you verbalize, “Time to go home!” try to model GO + HOME on the device.
• One of the most effective strategies we can use when supporting individuals who use AAC is wait time. Wait time occurs when a communication partner intentionally pauses after asking a question, making a comment, or providing a communication opportunity. This can be easier said than done, as it is natural to want to step in and immediately support the AAC user. But as much as possible, provide at LEAST 10-20 seconds of time for the AAC to use the device, especially after a model was provided. This time will allow for initiation of communication, processing time, time to construct their thoughts, and it shows that we are patiently waiting and want to know what they have to say!
• Keep at it! AAC use and acquisition takes time and looks different for every user. The user is exploring receptive language skills, expressive language skills, icon recognition, motor planning, and more. If an 18-month-old child has been exposed to an average of 4,380 hours of spoken language, it would take 84 YEARS for an AAC user to reach that same amount of exposure if they are only using their device for an average of an hour a week. Allow opportunities for access and exploration and make attempts to create those opportunities as well! Input comes before output!

Another common thought during the beginning stages of AAC use is in regards of the set up of the AAC application. You may be thinking, “why aren’t their most common requests or favorite things on the first page to make things easier for them?” – and that’s a good question! You may have heard your speech therapist mention “core vs. fringe vocabulary.” The home pages of most AAC vocabularies are based on the principles of the core word approach and motor planning. The core vocabulary approach refers to the speech therapy method that focuses on learning core words first and then building in fringe words later. Core Words are high frequency, flexible words that make up 75-80% of our communication. Think of words like “go,” “help,” “open,” “like,” or “want.” These are words we use all the time in a variety of contexts. These are commonly used words whose meanings can change depending on the context.

For example, we may use “go” to say:

• “Go to the bathroom”
• “Go” to start a toy

Additionally, we use “open” to say:

• “Open the package”
• “The library is open”

Fringe words, meanwhile, are what make up the other 20-25% of our vocabulary. These are words that we use only in specific situations like:

• “Diaper” when we’re talking about the bathroom
• “Pretzels” when we are talking about a snack

The flexibility and frequency with which we use core words is the reason they are on the home page of most AAC vocabularies! To best support our AAC users, it’s important that we leave these core words on the home page rather than removing them to make space for preferred fringe words. When core words are front and center, children have easier access to them and more chances to practice using words that work across many situations.

Another consideration for the home page is something called the “motor plan.” Motor planning refers to the process of thinking of, initiating, and carrying out an action. With enough repetition of an action, we often no longer consciously think of the steps to carry it out.

For example, think about walking into a dark room in your house. When you first moved in, you had to feel around for the light switch, and it likely took a while to find. Now, you can walk in and find the switch instantly–without having to think about it.

The same idea applies to learning AAC. In many AAC vocabularies, the core words are in the same location on the home page as they are on any other page they may appear on. This allows for a consistent motor plan for the user. After repeated practice, they will no longer have to think about the location of icons on their device; their body knows. This means faster responses and easier communication.

Moving core words off the home page to make space for fringe words can make it harder for children, because the core words are no longer in the same place on each page. This can slow down how quickly a child learns the motor plan and, as a result, slow down their communication progress

The first few weeks of AAC use may seem daunting for you and the AAC user, but you got this! Always speak to your speech therapist for additional information and questions and keep at it!