D.+Vocabulary

Vocabulary for AAC Systems
The vocabulary we use to communicate is complex and involves different kinds of words used for different functional and social (pragmatic) reasons. Scroll down to learn about Core Vocabulary, Communicator Specific Vocabulary, Content Specific Vocabulary, Extended/Fringe Vocabulary, and Cognitive and Linguistic Proficiency.


 * Critical Assumptions:**
 * 1) Appropriate vocabulary supports communicator success
 * 2) An adequate Core Vocabulary of single words and common phrases is needed to communicate independently
 * 3) Core Vocabulary must be modeled orally and with an AAC device to support communicator success
 * 4) A communicator must conceptually understand the symbolic association and encoding system OR learn the physical location of a vocabulary item through motor programming/planning to communicate effectively
 * 5) Symbol meaning, organization and encoding should support access of Core Vocabulary
 * 6) Low-tech supports may be an appropriate support for extended/fringe vocabularies


 * Here are some kinds of vocabulary people use and that need to be available to augmented communicators:**

** Core Vocabulary ** is the most commonly used words and consists of between 150-500 words depending on which "list" is used (there are several available in the research). In order to communicate and to have a conversation, one must have access to core vocabulary. It is well established in the AAC literature what the most common words are and that augmented communicators must have quick and consistent access to them to communicate.
 * Click here for more information on core vocabulary: []
 * Here is a video created by augmented communicators about access to core vocabulary: []
 * Here is a sample list of core vocabulary words:


 * Communicator Specific Vocabulary ** is vocabulary that is personal and important to the communicator. This might include names of people in his/her environment, hobbies and interests, cultural specifics, religious vocabulary, etc. Access to communicator specific vocabulary personalizes an augmented communicator's communication and can be highly motivating to use.


 * Content Specific Vocabulary ** is vocabulary that is utilized in a specific environment. It is often important, but does not necessarily consist of core vocabulary as it may not be part of the most commonly used words. Some examples of content specific vocabulary are academic vocabulary (i.e. circle time in an early childhood class, naming parts of the cell in science class, names of capitals and states in a social studies class, etc,), ordering food in a restaurant, buying tickets to a movie, etc. Because there are fewer environments in which these words occurs, there are fewer opportunities for augmented communicators to practice using them and it is more difficult to master them using an AAC system.

Extended/Fringe Vocabulary is vocabulary that is not used as frequently, but adds meaning to communication. For example, big is a core vocabulary word, but enormous is an extended vocabulary word. Enormous is much more specific and could add subtle communicative intention to an utterance. Communication is richer when extended vocabulary is utilized. Like content specific vocabulary, extended vocabulary is often harder for augmented communicators to master because there are few opportunities to practice it.

**Cognitive and Linguistic Proficiency** is a term used in second language acquisition that refers to mastery of a language at a level that one can engage adequately in complex discourse. It means the communicator has mastered the second language to level that allows them to easily process and share information in the second language on age appropriate topics, without "translating" back onto and from the native language. For example, living in Texas, I "speak" enough Spanish to travel in Mexico, order in restaurants, shop, get directions, etc. However, I would be hard pressed to participate in a speech pathology class discussion on communication issues at the University of Mexico even though that is my area of expertise. In a liberal sense, learning an augmentative communication system is like learning a second language. Augmented communicators who reach a level of cognitive and linguistic proficiency with the augmentative systems are the often most successful communicators.