Robust Vocabulary

(upbeat music) - Hey y'all. It's Ayo here. Let's talk about student access to words and communication systems. Look at this vocabulary board. To someone who's new to AAC, this might not seem like a problem. After all, when students with complex access needs are learning new skills it helps to limit opportunities for error and help students find what they need, right? Well, in some situations that may be true but let's talk a little more about language acquisition. Have you ever been around a young child and heard them say a word you didn't know they knew? You may wonder where they even heard that word. Even though no one explicitly taught them a word or phrase they could use it. Let's take that same idea and apply it here. When a student has a robust vocabulary system with access to lots of words, they're more likely to engage with learn and use them even when they're not explicitly taught. When we limit students' language like this, we're actually limiting the opportunity for exploration and for a chance to learn from hearing or modeling. If you need to focus a student's attention on new words or target phrases, consider another way to direct attention while keeping a larger vocabulary set. This is a sticky note with a hole cut in the middle. I've placed it over the target phrase that a student is learning to use. I and want. By doing this, the student still has access to lots of words while still focusing attention on our target. Here's another example of an AAC system that is not robust. This student can only agree ask for the bathroom, get water, and say thank you. For some students, a more simplified AAC system is needed to meet their current learning targets and focus on a particular skill or strategy. But for most students, you'll want to build their vocabulary by providing them access to a variety of core words that can be used in many different situations, such as go, more, stop, on, need, and like as well as less frequent fringe words that focus on their favorite people and things. Even if they aren't ready to use the words yet, you can model and expose them to rich vocabulary and when they explore new words by pointing to them or activating them on a device, respond as if the communication attempt was intentional and continue the conversation to build language. As you consider which words a student should have access to, really think about words that are needed by the student and also promote equitable access to learning and social interactions. I'm Ayo Jones reminding you to stay strong and teach on. (upbeat music)