Vocabulary to Support the Environment

Just as the tools need to match the environment, so does the vocabulary. Vocabulary selection to support environments is a dynamic ever-changing process. As the student changes interests, classroom topics shift, and the student participates in different activities and environments, the vocabulary on their communication system needs to change. It should have a combination of both “core” and “fringe” vocabulary. “Core” messages are those words or phrases that are used across environments giving the student quick access to frequently used messages. Core messages include social comments, questions, continuing or stopping an activity, repair messages (“oops”) and vocabulary specific to the student. “Fringe” vocabulary messages are specific to a topic or environment (lunch room conversation), with content rich and unique. Students may use fringe vocabulary repeatedly in those specific environments, but not anywhere else. Even emerging communicators should have access to both types of vocabulary. Fringe vocabulary for beginning communicators could include songs for a preschooler or CDs for a high school student with song names, as well as messages to “play it again”, “do something else” and “stop”. Gail Tatenhove (2007) more thoroughly describes the difference between core and fringe vocabulary with suggested core language vocabulary lists, normal language development and how to apply that information with AAC users in the web article Normal Language Development, Generative Language & AAC. ISAAC (International Society for Augmentative and Alternative Communication) also has core vocabulary lists that can be downloaded from http://www.aacawareness.org/Vocabulary.html.When a student is in different environments with varying curricular vocabulary, it can be helpful to survey regular and special education teachers and the student’s peers about the words, phrases and content specific vocabulary the student needs to use.

It can help to leave some “blank” messages or cells on a student’s system so that specific vocabulary can be added “on the fly” for new fringe messages. The communication partner can carry a packet of “sticky notes” with them to add quick content, environmental or activity specific vocabulary. Paper boards can be easily changed when they are placed in plastic sheet protectors rather than laminated. If an emerging communicator only has a few messages on their paper board, put those messages in their final location and have blank cells on the rest of the board. You can add new vocabulary easily without changing the location or “look” of the communication board. Slide protector sheets and or baseball cardholders also work well for students with a small vocabulary set. “Scripts” such as the sample ones included in Communication Displays for Engineered Preschool Environments (Goossen’s, Crain, & Elder 1994) give communication partners an idea of how to communicate with a student using a topic or activity communication display. Check vocabulary and its placement on a communication board by trying to complete the activity using only the student’s vocabulary set. Can you do it? What is missing?