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This google form will connect you a member of the AAC team for support and questions. Please fill out the form with the most detailed information to help us prepare for a meeting!

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Open office hours Mondays from 9:30-10:30. Take a coffee break with us while learning some tips or tricks and getting your questions answered. If you have student-specific questions, please fill out the AAC Concerns google form.

https://stocktonusd-net.zoom.us/j/98452089546?pwd=bnUvbkx3TzZNTTNSVloxSnpvT29UQT09

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Everyday Words

Without Core Vocabulary, it is impossible to discuss ideas that go beyond the here and now. Imagine you are an AAC user and have only the following words: pizza, dog, ball, chocolate, music, and chips. These nouns, often called fringe vocabulary, cannot be put together to form a sentence. But these are the types of words we often find in children's communication systems. What function do they serve?

When you have only nouns, you might only be able to label and request. When requesting is the primary function of a communication system, is it being used more for true communication or simply compliance? Requesting is one important function of communication, but human communication is so much more.

What types of words do AAC users need? Core Vocabulary consists of high frequency, everyday words. These are the words that combine to create phrases and sentences. These words form the DNA of language. Research tells us that around 200 words make up 80% of what we say. Core Vocabulary includes words such as . Combine these words with the fringe vocabulary above, and you can make sentences such as, " go, make, eat, see, have, you, I, watch, big, small, up, and down I made a big pizza and the dog ate it! " With words such as these, we can complain, greet, joke, ask questions, and relate to one another.

"Why don't we just put sentences on the device?"

This is a frequently asked question when programming communication systems for a person. Phrases and sentences can play an important role on a communication system, but should not only be what is available to the communicator. It is good to have Core Vocabulary available. It is good to have some social language available. A combination can be a useful setup for many individuals. Social interactions are speedy! Many apps have a social folder containing such greetings, " How's it hanging?", " What's up? "

But if you only have pre-set phrases, you can never say anything new. That gets boring pretty quickly. Let's say I have a pre-set sentence to request pizza. What if I don't want pizza that day? What if I am really bored of pizza? Or if I want pineapple on my pizza? All language users need a way to engage in Spontaneous Novel Utterance Generation (SNUG). This includes those with emergent language. If they are at the one-word stage, we will still want to model two to three words. If new communicators don't have access to language, they won't have a way to learn language. Language is at the heart of social connection and at the heart of learning. If we don't provide access to generative language, we are not meeting our students' needs.

Check out the core vocabulary lists on Gail Van Tatenhove's website: http://www.vantatenhove.com/resources

Additional information and examples of communicative functions: https://www.assistiveware.com/learn-aac/consider-communication-functions
Core Vocabulary Poster

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Without Core Vocabulary, it is impossible to discuss ideas that go beyond the here and now. Imagine you are an AAC user and have only the following words: pizza, dog, ball, chocolate, music, and chips. These nouns, often called fringe vocabulary, cannot be put together to form a sentence.

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Here are some general tips and tricks for teaching core words.

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Among the many changes that the AAC field has experienced in the last decade is the notion that core vocabulary is (or should be) an integral part of any AAC system. We grew to understand the limitations of AAC supports that consist primarily of nouns and descriptors, realizing that those kinds of communication displays restricted our clients to requesting and labeling. Our field realized the inadequacy of providing only prestored messages (e.g., limited the client's ability to communicate anything novel, not flexible enough to meet most communication needs, etc.). In essence, we realized that without core vocabulary, we were imposing a ceiling on language development.

We're thrilled to see so many communication boards, books, SGDs, and AAC apps reflect this knowledge. Having tools with the appropriate vocabulary is a big step in the right direction. But to really shatter the ceiling of language development, we have to be good at teaching the use of core language. Teaching words like 'it,' 'do,' and 'not' is a lot different than teaching words like 'cookie' and 'bubbles.' It's no wonder that SLPs struggle with this: It's not easy to teach abstract concepts and most core words are a lot more abstract than the nouns, verbs, and descriptors we focused on 10+ years ago.

This month, we're focusing on ways to teach core language. We'll start off with some basic principles and the move into applying teaching strategies to lists of core words.

In November, we introduced the framework we use for semantic intervention in AAC that included:

1. Introducing the new word(s) using focused AIDED language stimulation;

2. Teaching the new word(s) with explicit instruction activities;

3. Elaborating on the new word meanings with engaging practice activities;

4. Providing repeated exposure to the new word(s) on an ongoing basis; and,

5. Checking for understanding and reteaching, as necessary.

That same approach works here, but there are some special considerations in implementation. Activities for explicit instruction of words like 'have,' 'some' and 'you' are a bit different than activities for teaching words like 'music' and 'Play Doh.'

Here are some thoughts to get us started.

- We approach this pretty much the way we do with speaking children. We model language slightly above their current abilities, right? So with our AAC learners, we provide AAC tools that allow us to do the same thing. If he knows or uses about a dozen words, then I might start with AAC tools that have about 18-24 words. That gives me room to use it to talk to him and provide receptive exposure to words that he doesn't yet know. Some of them are the next words that we're planning to teach. Think of it as a ladder. If you don't provide access to the next rung, he won't be able to climb. If I only provide access to the words he knows now, how will he ever learn new words?

Teaching core language, the basic set of words we all use to get through our daily lives, can take more thought and planning but the payoffs are huge. Do you have tips for teaching this type of vocabulary? We'd love to hear them!

Donnellan, A. (1984). The criterion of the least dangerous assumption. Behavior Disorders, 9, 2, 141-150.

This post was written by Carole Zangari

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Among the many changes that the AAC field has experienced in the last decade is the notion that core vocabulary is (or should be) an integral part of any AAC system. We grew to understand the limitations of AAC supports that consist primarily of nouns and descriptors, realizing that those kinds of communication displays restricted our clients to requesting and labeling.

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Here are sample resources for teaching the core word help. It is helpful to use a book, video, or activity that reinforces the core word. For this lesson, I paired it with The Little Red Hen read aloud.
https://youtu.be/2E72TZy0LNohttps://youtu.be/2E72TZy0LNo

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Working on establishing a reliable yes and no is incredibly important in facilitating independence, self advocacy, and choice making. Here are a couple videos to help practice yes/no. Make sure to pause to give students adequate time to answer.
https://youtu.be/EkZpiuagFzk
https://www.youtube.com/watch?v=GeGtHPv3RZc

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Do You Like Lasagna Milkshakes? | Ice Cream and Lasagna!? | Super Simple Songs

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Great for directions and play-based lessons. I like to use thematic There was an Oldy Lady Who Swallowed a ______ books!

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Here is a list of 70 kids picture books with lots of opportunities to target Core Vocabulary.

* A Book of Sleep by Il Sung Na (when, go, some, make, up, open, all)
* A Dark, Dark Cave by Eric Hoffman (through, in, up, down, what, this, out, who, to, play)
* A Fish Out of Water by Helen Palmer (like, more, all, big, no, not, put, in, stop, up, can, down, help, come, to, do)
* An Island in the Sun by Stella Blackstone (I, see, my, little, in, by, on, me, beside, together, play)
* Are You My Mother? by P.D. Eastman (on, here, want, eat, get, away, out, where, my, look, up, not, see, down, go, no, big, get, stop, want, put, in)
* Away in My Airplane by Margaret Wise Brown (in, my, over, through, up, fast, not, out, down, look)
* Baby Bear Sees Blue by Ashley Wolff (down, in, up, who, that, see, me, what, good, those, let, off, look, close; also have used for targeting colors)
* Big Yellow Sunflower by Frances Barry (little, what, you, be, under, out, up, come, big) (kids love the unique way the pages flap open and form a sunflower)
* Brown Bear, Brown Bear, What Do You See? by Bill Martin & Eric Carle (what, you, see, look, at, me; also have used for targeting colors)
* But Not the Hippopotamus by Sandra Boynton (board book) (not, in, on, to, with, come, go, yes)
* Count to 10 with a Mouse by Margaret Wise Brown (little, in, look, through, there, see, what, here, up, around)
* Down by the Cool of the Pool by Tony Mitton (down, by, in, can, you, like, me, I, not, you, see, all, stop, no)
* Duck in the Truck by Jez Alborough (board book) (this, in, where, down, help, can, not, out)
* Five Little Monkeys Jumping on the Bed by Eileen Christelow (board book) (put, on, off, no, more, can, go)
* From Head to Toe by Eric Carle (I, am, can, you, do, it; also have used for targeting body parts)
* Go! Go! Go! Stop! by Charisse Mericele Harper (board book) (little, go, like, new, into, to, up, look, here, there, stop, not, across)
* Goodnight Little One by Margaret Wise Brown (little, on, close, in, stop, no, all)
* Green Eggs and Ham by Dr. Seuss (I, am, that, not, like, here, there, in, with, on, you)
* Hooray for Hat by Brian Won (up, go, away, on, look, give, not, want)
* Hot Rod Hamster by Cynthia Lord (I, need, you, want, which, more, now, go, where)
* I Could Be, You Could Be by Karen Owen (I, can, be, make, all, in, on, like, up, me)
* I Like Bugs by Margaret Wise Brown (paperback) (I, like, in, on, big)
* I Like Myself by Karen Beaumont (oversized board book) (I, like, myself, me, no, be, my, different, same, fast, slow, go, do, down, all, want, not, look, stop)
* I See Summer by Charles Ghigna (I, see, at, in, with)
* I Went Walking by Sue Williams (board book) (I, what, you, see, look, me)
* If You Give a Cat a Cupcake by Laura Numeroff (if, you, give, go, with, up, take, in, look, find, put, need, want)
* If You Give a Dog a Donut by Laura Numeroff (if, you, give, some, go, it, when, drink, all, up, more, make, up, want, play, get, need, off, around, finished)
* If You Give a Pig a Party by Laura Numeroff (if, you, give, want, put, on, to, look, all, be, there, take, play, finished, come, make)
* If You Take a Mouse to the Movies by Laura Numeroff (if, you, take, give, want, on, see, make, need, finished, help, go, up, get, look)
* If You're Happy and You Know It: Jungle Edition (if, you, it, your, give, up, around, go, do all)
* Inside, Outside, Upside Down by Stan & Jan Berenstain (go, in, down, out, on, to, off, come, up)
* Let's Go Visiting by Sue Williams (paperback) (go, what, you, play, no, more)
* Like a Windy Day by Frank Asch (I, want, play, like, down, through, turn, in, make, help, big, on)
* Little Bitty Friends by Elizabeth McPike (little)
* Monkey Puzzle by Julia Donaldson (my, little, not, help, you, big, me, come, no, not, her, she, over, that, where, go)
* More Spaghetti, I Say! by Rita Golden Gelman (play, with, me, can, on, by, no, not, eat, you, do, it, I, need, more, love, with, look, that, look, away)
* Mouse by Zebo Ludvicek (have, not, more, all, me, like, look, can, up, see, here, go, no, you)
* Mrs. McNosh Hangs Up Her Wash by Sarah Weeks (out, big, take, all, on, up)
* Natsumi! by Susan Lendroth (small, big, not, fast, want, like, help, yes, open, come, look, all)
* Not a Box by Antoinette Portis (why, you, in, not, it, what, on, I, this, around,
* Oh, No! By Candace Fleming & Eric Rohmann (in, help, no, not, down, get, out, slow, on)
* Old MacDonald's Funny Farm by Roxanne Lanczak Williams (small paperback) (no, not)
* One Duck Stuck by Phyllis Root (board book) (down, by, in, help, who, can, to, no, all, we, out)
* Over in the Garden by Jennifer Ward (over, in, on, where, through, by, up; includes facts about the creatures in the book)
* Over in the Meadow by Ezra Jack Keats (over, in, all, where, on, by, we)
* Peek-a-Moo by Marie Torres Cimarusti (who) (fun flip down flaps)
* Put Me in the Zoo by Robert Lopshire (I, will, go, in, want, see, it, do, like, this, where, will, you, here, not, out, why, put, me, can, look, all, more, on, make, up, there,
* Say Boo to the Animals! by Ian Whybrow (off, we, go, through, some, up, in, not, you, who, that, what, now, this, where, want, play)
* Say Hello to the Baby Animals by Ian Whybrow (this, go, want, hello, look, me, I can, see, you, love, in, love, who, go, here, down, goodbye)
* Sitting in My Box by Dee Lillegard (in, my, let, me, over, all, no, this, it, go, not)
* Ten Apples Up on Top by Dr. Seuss - includes small character pics on Velcro inside front cover (up, on, look, you, I, can, do, it, more, on, me, not, stop, let, come, this, want, they, get, out)
* The Itsy Bitsy Spider by Iza Trapani (up, down, out, again, off, no, go, in, next to, me, stop, done)
* The Napping House by Audrey Wood (board book) (there, where, in, that, on, who, no)
* The Very Busy Spider by Eric Carle (board book) (on, want, go, not, eat, on, in, who)
* The Wheels on the Bus: Read-along Sing-along Trip to the Zoo by Jeanne Willis (all, on, go, at, down, off, we)
* There Was an Old Martian Who Swallowed the Moon by Jennifer Ward (there, old, with, why, I, off, not, down, on, it, after, over, this, done)
* Tiptoe Joe by Ginger Foglesong Gibson (fast, slow, hello, come, with, me, you, see, what, under)
* Trashy Town by Andrea Zimmerman and David Clemesha (put, on, in, big, down, look, stop, there, by, it, around, no, behind, all, yes, up, love, off, go) (very fun to read)
* Warning: Do Not Open This Book! by Adam Lehrhaupt (put, this, want, let, out, why, not, like, no, what, can, you, stop, that, make, love, all, need, away, go) (hilarious to read.... I seriously lol every time)
* Way Far Away on a Wild Safari by Jan Peck (far, away, on, for, me, I, hello, see, you, goodbye, find)
* We're Going on a Bear Hunt by Michael Rosen (board book) (we, go, on, big, not, no, through, over, under, that, get, open, up, in)
* We're Going on a Bear Hunt by Michael Rosen (paperback) (we, go, on, big, not, no, through, over, under, that, get, open, up, in)
* We're Going on a Leaf Hunt by Steve Metzer (we, go, on, not, under, over, up, those, away, over, through, around, what, that, it)
* We're Going on a Lion Hunt by Margery Cuyler (get, put, on, use, we, go, on, big, look, what, can, not, over, around, through, under, up, see, out, close,
* We're Going on a Nature Hunt by Steve Metzer (we, go, on, what, look, not, in, to, down, up, through, over)
* What Will Grow by Jennifer Ward (what; also lots of great adjectives and includes facts about seeds)
* Where are You Going, Smitty Baby? by Meridith Smith (where, go, look, let, me, see, can, I, know, have)
* Who's in My Garden by Phyllis Gershator (oversized board book) (who, see, between, across)
* With Any Luck I'll Drive a Truck by David Friend (at, when, myself, make, in, with, my, that, yes, I, can, on, all, like, if)
* Worms for Lunch? by Leonid Gore (who, eat, not, me, like, love, more)
Author
Angela Moorad, MS, CCC-SLP is the founder of OMazing Kids, LLC. She is an ASHA-certified and licensed pediatric speech-language pathologist.

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70 Kids Picture Books to Target Core Vocabulary for AAC - The Orange Effect Foundation

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Here is a list of 70 kids picture books with lots of opportunities to target Core Vocabulary. * A Book of Sleep by Il Sung Na (when, go, some, make, up, open, all)* A Dark, Dark Cave by Eric Hoffman (through, in, up, down, what, this, out, who, to, play)* A Fish Out of Water by [...]

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An amazing compilation of everything you need to know to get your well on your way in AAC. Breakdowns of topics such as getting started, choosing a device, setting up a device, practical strategies and more!

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Everyone has something to say. Working closely with the AAC community, we build apps and share best practice to help you communicate with the world.

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While this article and video refer to kids with ASD, these tips and tricks can be used with any limitedly verbal kiddo.

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Where to Start in Therapy for Non-Verbal Children - Functional Communication

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Do you know a child with autism who isn't able to communicate basic wants and needs? Does the child lack the social skills to participate in social interactions? Do you need a guide for how to improve functional communication in a young child with autism? Well don't you worry, you've come to the right place!

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Here is a sample lesson plan for playing.  Others can be found at https://www.talktometechnologies.com/pages/lessonplans

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Multi-stages of lesson plans available to help get AAC therapy started

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Check out what’s new on AAC Language Lab

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Here is an example how to check and teach icon discrimination. In this video, they are using picture icons but you can do this with any aac-icons, core boards, choice boards, or voice output systems. It is incredibly important use the "take it" step to check for true discrimination.

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Important considerations and aspects of AAC

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Praactical AAC is a great blog for resources and information. The toolkit has a lot of great downloadable handouts and activities.

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Resources of interest to professionals supporting children and adults with AAC needs.

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Training our paraprofessionals is imperative for carryover in the classroom. Here are ideas on how to do it!

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We've been focusing on training communication partners recently and today we're focusing specifically on paraprofessionals/educational assistants. Our guest post is authored by SLPs Corinna Duffitt, M.Sc., RSLP (practicing for 21 years, 14 years in AAC) and Jennifer Wiegert, M.A., CCC-RSLP (practicing for 21 years, focusing on AAC for the past 6 years). They are colleagues on an AAC team with 4 other SLPs in a large school district in Surrey, BC, Canada. Their school district consists of 101 elementary schools and 20 secondary schools. Corinna and Jennifer are both passionate about giving children a voice and letting that voice uncovers their potential. They recently joined their private practice endeavours, outside of their public school positions, to form Chickadee AAC Communication Services. You can find them on Instagram (@chickadeeaacslps or #chickadeeaac), check in on their website, and/or follow them on Facebook.
:::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: AAC Training for Educational Assistants Some of the challenges we encountered
In our day-to-day role as speech-language pathologists specializing in AAC, we travel to schools within our zones to provide consultation services. We meet with our students and the Educational Assistants (EAs) who support them. The EAs have a wide range of skills and knowledge relating to AAC. There are those wonderful individuals who believe in their students and provide scaffolds and supports that allow their students' potential to emerge; there are those who believe their student is capable of more but who do not have the tools or knowledge to elicit those skills from their students; and there are those who believe their "non-verbal student really wants to just talk and does not need this device". Some of the comments from EAs that we hear when we visit schools include:

"I just tell him what to do, it takes too long to say it with the talker."

"She can talk and besides, I already know what she wants."

"I don't think he needs an AAC device so I haven't been using it."

"It's complicated, there are way too many buttons, can you make it simpler?"

"She randomly hits buttons over and over and has no idea what they mean."

"She doesn't know what those symbols mean so I just tell her what we are doing."

"He understands everything we say he's just choosing not to listen."

"Well, bathroom is on the visual schedule so she doesn't need to ask for it."

"The talker is just one more thing to carry around; I already have my hands full with the visual cues."

Solutions within the School District
With large caseloads and many EAs and students to support, our AAC SLP team has worked hard to generate some solutions to build capacity among staff and to provide more consistent support for our students with complex communication needs. Some of the positive steps that we have implemented district-wide over the past 5-7 years have included the following:

1. A standard set of visual supports and schedules across the school district (verbal direction ring, first/then pocket, countdown strip, and visual schedule) so that the picture symbols and strategies used with students are consistent across all environments by all support staff. All staff attends training in proper implementation.

2. We present AAC workshops for Educational Assistants and Integration Support Teachers during almost every pro-D day across the district. These workshops focus on the basics of AAC, programming, implementation strategies, adapting materials, and planning for AAC across the day.

3. After attending the Roll Out the Core presentation by Kelly Key and Deidre Dobbels at Closing the Gap 2015, our department implemented a Word of the Week program district-wide. This provides our EAs with specific and manageable goals to focus on while supporting students who have AAC systems.

Solutions within Educational Assistant College programs
In our private practice role with Chickadee AAC, we began to explore Educational Assistant programs in some local colleges. We learned that some programs offered AAC as part of an AT module - however they were not taught by an SLP with experience in AAC or the content was not up to date with best practice. We felt that this had to change. Outside of their families, the students often spend most of their time with educational assistants. The EAs are often with the students for 6 hours, 5 days a week - that's a lot of time for modeling! What if we could train the EAs in the area of AAC? We approached several colleges and outlined a program that we thought would target all of our areas of concern. After some discussion, we developed an AAC module for Educational Assistant students at two different colleges. We provide the instruction, which includes a combination of lecture, homework assignments, and hands-on activities using visual supports and AAC devices. Our current AAC modules are 12 hours and 20 hours long with between 25-60 students per cohort.
What have we included in our AAC module for Educational Assistants?
Here is a summary of the information we teach and some examples of hands-on practice that we include in our AAC module:

To begin with, a general overview of AAC! We define speech, language, and communication. Our students walk away with an understanding of receptive and expressive language.

We focus on the importance of making language visible through the use of visual supports and adapted materials. One aspect of hands-on learning is a group activity in which each group is given a specific scenario they may encounter with students. We provide an array of picture symbols and visual support tools they've learned about and they must decide which visual supports could be implemented in each of the scenarios. For instance, "You cannot transition your student from the playground to the classroom once the bell rings. What visual supports and strategies could you use?"

We outline the difference between no-tech, low-tech, and high tech. We have a set of task boxes in which we have examples and materials of how the devices can be implemented across a variety of situations throughout the school day. They then have the opportunity to program devices such as Big Macs, Step-by-Steps, talking photo albums, and the GoTalk Now for those situations. For example, "Your student with complex communication needs is participating in partner reading, program the BigMac with 3 different messages that would allow the student to be an active participant with his peer."

They also get hands-on practice with eye gaze boards, PECS, communication books, and PODD. Our presentation is rich with videos of each of these approaches.

High tech devices and apps are discussed. Students have the opportunity to compare various vocabularies as they navigate through them on a class set of iPads, answering questions regarding core words, robust vocabulary, sentence generation, and so forth.

Implementation strategies are discussed, with much emphasis on Aided Language Stimulation. Using Saltillo's "Choosing Core Vocabulary: Activity First Approach" and given a variety of toys and materials (bubbles, math activities, art supplies, circle time, etc.) the students generate words to model for their given activity. Then using iPads with a communication app, they practice modeling the language to each other, using the various materials and books provided. Students are encouraged to think of ways to sabotage their students, add language, and practice expectant pause! They enjoy these activities, and we enjoy watching their skills emerge!

We spend some time talking about and looking at various adapted materials. Students have to complete one assignment in which they adapt a book, activity, or other material to accommodate a given student profile.

We discuss barriers to communication. Interpersonal Scenarios, created by us based on situations we have encountered with teams and team members in our schools, are one of our students' favourite group discussion activities!

We always end our course with an afternoon of sharing, wherein the students present their "student" and adapted materials to both instructors and classmates.

The three big themes we want our Educational Assistants to take away

1. Robust vocabulary - Based on our experiences working with EAs throughout the school district, we have realized that we are most successful with "buy in' when the EAs understand 'why". If they understand the reasons for the strategies we are asking them to implement, they are much more likely to follow through. We teach the EAs that we provide our students with a "Robust Vocabulary" based on Kate Ahern's definition.

2. Teaching students from a language-based perspective - We teach them the manner in which AAC user's develop language, and what strategies are required to facilitate communication progress. Refer to the table "Look Through a Language Development Lens to Set Expectations and Guide Intervention for AAC Users" by Chickadee AAC.

3. Presuming Competence - We teach them to understand the difference between giving the students directions/instruction and the students "having a voice". We want the Easy to understand that appearances can be deceiving, that we must presume competence and assume that each child has a story to tell and a mind to share, and each deserves the right to grow and flourish into an independent adult with a purpose in life! We encourage them to think of long-term goals when working with their students: it might seem like they can't do a lot when you first start out, but with consistency and practice they will become advocates for themselves and lead fuller lives with community connections and relationships.

This post was written by Carole Zangari

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How We Do It: AAC Training for Educational Assistants

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We've been focusing on training communication partners recently and today we're focusing specifically on paraprofessionals/educational assistants. Our guest post is authored by SLPs Corinna Duffitt, M.Sc., RSLP (practicing for 21 years, 14 years in AAC) and Jennifer Wiegert, M.A., CCC-RSLP (practicing for 21 years, focusing on AAC for the past 6 years).

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There are some organizations and projects that just amaze us with the work that they do. Today, we are looking at one of those, Communication Disabilities Access Canada, led by Barbara Collier. They have a wonderful array of resources that address important topics related to safety, self-determination, advocacy, and more. Here are two of our favorites.

You can follow them on Facebook, too.

Filed under: Strategy of the Month

Tagged With: accesss, advocacy, Communication Disabilities Access Canada, safety, self-determination

This post was written by Carole Zangari

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Strategy of the Month: A PrAACtical Resource - Communication Access

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There are some organizations and projects that just amaze us with the work that they do. Today, we are looking at one of those, Communication Disabilities Access Canada, led by Barbara Collier. The...