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• CDCI Communication Connections
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• May 18,
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Continuing with Core Vocabulary:
Application
Communication Connection Series Presentation 2
Maureen Nevers, M.S. CCC-SLP
Augmentative Communication Consultant
Vermont ITeam
Core Vocabulary Webinar #2
January 19, 2011
• Getting started
• Introduction to approach
• Appropriate users
• Materials creation guidelines
Today’s Agenda
1. Quick review of Core Vocabulary
2. 5 STEPS Planning Process
1.
Targets
2.
Teaching
3.
Tasks and Tools
4.
Testing
5.
Team
Core Vocabulary
Definition
• A small set of commonly used words that support
communication and language learning.
• A format for defining the words that comprise a
communication system.
Core Vocabulary
common
high-frequency
re-usable
across language functions
descriptive
across contexts
always available
Typical Topic Board
Sample: 20 Target Core Board
Preparing Core Vocabulary
Display
1. Type of support, organization and layout
•
•
•
Low-tech (paper-based), high-tech
single page, flip-strip, bi-fold, Tri-fold, multi-page
individual, classroom
2. Symbol format
•
BoardMaker, Pixons, Picsyms, text
3. Quantity of Words
•
20, 50, 75, 100, 150, 200, 400
4. Selection of specific words
•
core; extended: personal core, generic school, grammatical
markers, word altering strategies, fringe (nouns)
Program Planning
Targets
1
B
Team
Testing
5
2
4
3
Teaching
Tasks and
Tools
Targets
What are the goals or outcomes I am hoping
to achieve?
Receptive Target
• Increase understanding of core word
concepts
through
meaningful
experiences associated with the use of
the symbol/icon.
Expressive Target
• Use core words expressively across a
range of communicative functions,
partners and contexts.
• Semantics
• Syntax
• Pragmatics
Teaching
What are the instructional methods and
approaches I will use to teach these concepts,
skills and knowledge?
Teaching
• Descriptive Language
• Non-Directive Language
• Response Strategies
• Engineered Interactions
• Closed set “on-the-fly”
• Explicit Instruction
Descriptive Language
The ability to talk “about” something - to
describe “how”, “where”, “when” as
opposed to naming “what”- is a critical
skill for teaching core vocabulary.
Don’t just tell me what it is, talk about what it
does, how it feels, how it looks, how it moves,
how it acts, where it is, what it is like….
Examples of Descriptive Style
“frog”  “small” “green” “wet” “up” “down”
“run”  “fast” “walk”
“grandfather”  “old” “man” “family”
“tree”  “tall” “green” “out”
Frog and Toad Together
go
Frog
Toad
friends
travel / bicycle
down
hurt
fix
happy
stop
“different”
new
“I want a
different book”
strange
“He is
acting
differently”
dissimilar
“Your picture
is different than
mine.”
different
subtraction
“They are
different by 5
spaces”
unequal
“This number
is different than
that one”
You try…
“Play” is one
of the core
action words.
How many
meanings can
you think of for
the word “play”?
“play”
participate in
games or sport
We played football all
day
perform on a
certain location
The prodigy played
Carnegie Hall at the
age of 16.
act or have an
effect in a specified
way or with a
specific effect or
outcome
This factor played
only a minor part in
his decision.”
Put card or piece
into play during a
game, or act
strategically as if in
a card game
He is playing his cards
close to his chest.
perform music on
an instrument
He plays the flute
emit recorded
sound;
The tape was playing
for hours.
pretend
The dog plays dead
bet or wager
(money)
He played $20 on the
new horse.
act: play a role or
part
Let's play like I am
mommy.
move or seem to
move quickly,
lightly, or
irregularly;
The spotlights played
on the politicians.
Theatre show
I love the play
Macbeth.
trick or fool
Don’t let him play
you!
You try…
“Turn” is one
of the core
action words.
How many
meanings can
you think of for
the word “turn”?
“turn”
change direction
We played football all
day
change color
The leaves turned early
this year.
change state or
become
The water turned to ice.
twist
I turned my ankle on
that rock.
move or rotate
Turn the key
plow
I turned the earth to
prepare to plant..
release, let fall or
spill
Turn the flour out onto
the counter.
send or let go
I was turned away at
the door.
move away from
center, show another
side
Turn the page of the
book.
doing something in
agreed succession
It’s my turn.
Favor, deed
He did a good turn for a
stranger.
Become a year older
He’s turning 40 this
year.
“Bathroom” is
not one of the
core words.
How many
meanings can
you think of for
the word
“bathroom”?
What core words
could you use to
say “bathroom”?
“go” “in”
“where” “wash”
“dirty”
“where” “clean”
“break”
You Try…
Non-Directive Language
aka: modeling, aided language stimulation
• Partner use of display
• Pair Core vocabulary with key spoken words
• Partner represents:
• own words
• student’s words
• instructor’s words
• others’ words
• words related to the current situation….
Non-Directive Language
The Instructor models (shows or uses) the
communication display with the student by pointing to:
☐targeted word or words ________________
☐portion of the display or whole display ____________
for:
☐a specific length of time ____________
☐a specific activity ____________
☐ specific event/occurrence ____________
☐a defined quantity of models ____________
Response Strategies
• expand
• Partner adds to message (e.g. student says “want”, partner expands to
“want this”)
• repeat
• Partner repeats message that was expressed in another form (e.g.
student at the door, partner says “go” and “out” with Core)
• connect
• Partner adds a connecting word (e.g. because, and, then, so, but) to
encourage student to continue.
• correct
• Partner repeats message using the correct grammar or marker (e.g.
student says “that want”, partner models “want that”)
Engineered Interactions
• Create barrier
• Minimize or eliminate chance of errors
• Select highly motivating context
• Provide opportunity for multiple turns
Engineered Interactions
• Closed Set “on-the-fly” - Pair pointing to
target Core words with spoken to
encourage the user to select one of the
two options (e.g. point to and say “Do
you want the ‘big’ one or the ‘small’
one?).
Closed Set “on-the-fly”
Explicit Instruction
• Identify salient elements of symbol
• Supports association between
icon/symbol and its meaning
• Real-life props
• Routine phrases
Tasks
What are the activities that will provide an
appropriate context for learning?
Tasks
• Everyday activities
• Meaningful contexts
• “in-need” contexts
• High-motivation activities
Tools
What materials and supports will be
necessary?
150 word bi-fold
Core Display
120 word tri-fold
Core Display
150 word single-page
horizontal Core Display
400 Word bi-fold
Core Display
100 Word Core plus Flip-Strip
Classroom Display
magnet strips
(sample of 150 core word set)
Core Vocabulary Display
Optional Materials:
• light pointer
• stylus/pointer
• masking materials
• core icon materials
Pointing Options
Masking
Before Masking
After Masking
Sample: 150 Target Board
Testing
How will I evaluate the student’s progress
towards the identified outcomes?
Testing
• Opportunity Data
• Informal Patterns of Use
• Response-Reaction match
• Observations of Engineered
Interactions
Opportunity (partner) Data
• How often are we providing opportunities
to learn the skill we are evaluating?
Opportunity Data Chart
Photocopied Page
Data Collection
January 19, 2011
Informal Patterns of Use
• “I figured he’d pick that one…”.
Response-Reaction Match
• “He seems to be satisfied with my reaction
– it was what he expected would happen
as a result of his communication.”
Observation of
Engineered Interactions
• “What will happen if things don’t go as
expected? Will she use the tools I’ve been
modeling?”
Team
What resources, supports, skills or information
does the team need to implement the plan?
Core Vocabulary concepts
•
CDCI Comunication Connections
Core Vocabulary 1 webinar
• Gail VanTatenhove
http://www.vantatenhove.com/materials.php
Free downloads of vocabulary lists, .pdf boards,
presentations, etc.
• A Few Good Words
http://www.asha.org/Publications/leader/2009/090414/f09041
4c.htm
Article on using core vocabulary to support nonverbal
students w ritten by Barbara Cannon & Grace Edmond
Functions of Language
• Gail VanTatenhove
http://www.vantatenhove.com/materials.php
Free downloads of vocabulary lists, .pdf boards,
presentations, etc.
• Prentke-Romich
http://www.aaclanguagelab.com/
Browse through the “stages” materials as well asTeacher
Resources and Supplementary Materials for lots of
information and resources, including structured lesson
plans for teaching language concepts.
Functions/Purposes of
Communication
greet
hello, what’s up?, hey
redirection/cha
nge
different, another
part
bye, see you later
existence
that, there, look
affirm
Yes, okay, I agree
nonexistence
none, not
rejection
stop, all done, finished,
no more,
disappearance
away, all gone
negation
no, not, stop
possession
mine, yours, his, hers
cessation
stop
comment
like, bad, good, silly
request
assistance
request
recurrence
Help, can you….
describe
fat, tall, cold, fast, under
again, more
person
I, you, mom, dad
request
information
what, why
interject
Wow!, cool!, no way!
request object
that, this, the
question
Who?, what?, where?,
when?, why?, how?, how
Descriptive Language
• Gail VanTatenhove
http://www.vantatenhove.com/materials.php
Free downloads of vocabulary lists, .pdf boards,
presentations, etc.
• Practice, practice, practice!
Non-Directive Language
• http://www.augcominc.com/newsletters/?fuseaction=newsle
tters&V=18&C=ACN