[to Bobby] “You don't have what they call "the social skills. That's why you never have any friends, 'cept fo' yo' mama.”

From Waterboy, 1998 starring Adam Sandler

Welcome to Week 8: From Communication to Social Skills

Updates

Due Today: Ability Awareness Lesson Plan

5/29th: Dr. Richard Simpson Presentation Evidence-Based Practices for Students with Developmental

Disabilities Clay Building Rm. 102 Corner of 6th & Clay St.

6/4 (Note this is a Monday!): Quiz #4

6/12: Finals Week We will be having class! There will be Master’s project presentations Review of the term

Activity1. Find a partner2. Using the communication board

provided (ONLY…no speaking), explain your plan for your ability awareness lesson plan due today to your partner.

3. The “listener” can speak, but the “communicator” will only use the communication board (change roles after 5 minutes).

Agenda

Function-based Communication Strategies Assistive Technology [AT]/Alternative &

Augmentative Communication [AAC; or “Aug-Com”]

Teaching Communication Communication to Social Skills

Loman et al., 2010

Self-determinationIndependence, Interdependence,

Opportunities to Act

-e.g., Goal setting, choice-making, self-management

Assistive TechnologyOperational CompetenceMulti-modal expression

e.g., How to use devices, low & hi tech options

Personal RelevanceRelated to individual needs

e.g., social skills, daily living, vocational

Pivotal SkillsImportant to learning across content

areas e.g., selecting from a field of 4, using asking /answering “Wh” questions, sequencing events, using graphic

organizers

Grade Level Content

Standards

Qualities of a Well-Designed Standards-Based IEP (modified from Wakeman et al., 2010)

AASK:

What am I requiring

students to do?

DDETERMINE the prerequisite skills of the task.

AANALYZE the student’s strengths and needs.

PPROPOSE and implement adaptations

TTEST to determine if adaptations helped the student

Standards/ Lesson Plan

Observe steps ALL students are doing to achieve the standard

Observe what TARGET student is doing—what steps can do.

Identify TARGET STUDENT outcomes and adaptations needed based on observation

Create a DATA collection plan.

Bryant, D.P., Smith, D. D., & Bryant, B. R. (2008). Teaching students with special needs in inclusive classrooms. Boston: Allyn & Bacon.

Bryant, D.P., Smith, D. D., & Bryant, B. R. (2008). Teaching students with special needs in inclusive classrooms. Boston: Allyn & Bacon.

Review Discrete Trial Training Pivotal Response Training

Difference between the two

Generalization Strategies

Maintenance Strategies

Pre-Requisites for Communication?

Competence in a symbolic and language system (e.g., spoken English, manual ASL)?

Formalized rules of word representation, production, & use?

Breathing is the only real pre-requisite (Mirenda, 1993)

Basic Conditions for Communication (Beukelman & Mirenda, 2005)

At least 2 people who understand each other

Form ◦ Way to send the message

Content ◦ Something to talk about

Function ◦ Reason/Purpose to communicate

Educational team members must ensure these are addressed

Functional Communication Training: Carr & Durand, 1985

Typical Consequence

Maintaining Consequence

Desired BehaviorProblem BehaviorAlternate Behavior

Antecedent

Setting Event

Summary of Behavior

FBA processD.A.S.H.

Define behavior in observable & measurable terms

Ask about behavior by interviewing staff & student-specify routines where & when behaviors occur-summarize where, when, & why behaviors occur

See the behavior-observe the behavior during routines specified-observe to verify summary from interviews

Hypothesize: a final summary of where, when & why behaviors occur 12

Design of Functional Analysis Conditions

Functional analyses should consist of at least three conditions: control, attention, and escape.

Control Condition: baseline condition in which student has consistently exhibited little or no problem behavior. Reinforcement should be freely available and no demands placed on student

Attention Condition: will involve the contingent provision of attention following occurrence of the problem behavior.

Escape Condition: will examine the function of student behavior through the contingent removal of aversive tasks (e.g., difficult, long, or physically taxing tasks)

Direct Observations During Functional Analysis

Collect observation data on the occurrence or non-occurrence of target behavior using a partial-interval recording system.

Activities for Conditions: Activities for Control

Condition

(Preferred activities)

Activities for Attention Condition

(Easy activities >90% accuracy)

Activities for Escape Condition

(Less preferred/difficult activities <60% accurate)

1. Building with Blocks

2. Working with unifix cubes

3. Drawing

1. Phonics center activities

2. Worksheets on phonics and reading

1. Reading CVC words from a list

2. Writing/handwriting activities

3. Math worksheets

1 2 3 4 50%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Participant 98

Control ConditionEscape ConditionAttention Condition

Perc

enta

ge o

f Occ

urre

nce

of P

robl

em B

ehav

ior

What would you use for the conditions to test this hypothesis?

Antecedent Behavior Consequence

Small group writing tasks (writing paragraphs)

Makes faces and talks to other students

Get Peer Attention

Control Condition?

Attention Condition?

Escape Condition?

Easy/Preferred Activity w/ Peers

If Problem behavior occurs:

Ignore

Work Alone on easy task

Work w/ Peers on difficult task

Provide him w/ attention from Peers

Remove the task

What would you use for the conditions to test this hypothesis?

Antecedent Behavior Consequence

Double digit addition problems

Puts head down, throws pencil down

Avoid Math Task

Control Condition?

Attention Condition?

Escape Condition?

Easy/Preferred Activity

If Problem behavior occurs:

Ignore

Work Alone on easy task

Work w/ teacher on double digit problems

Provide him w/ attention

Remove the task

FBA: Summary of Behavior

Maintaining Consequence & Function

Problem Behavior

Antecedent

FUNCTION

FUNCTION is where student behavior intersects with the environment

Function = Learning

Student learns…. When (A), if I (B), then (C)… Function = how I benefit so I keep doing B

Targeted Routine

Function Based Interventions

Maintaining Consequence & Function

Problem Behavior

Antecedent

FUNCTION

Function should guide selection of alternative/ replacement behaviors

When generating interventions we use Function to develop ideas to change A, B & C

Targeted Routine

Which of the Following are Appropriate Replacement Behaviors?

• Leslie is 12, has severe intellectual disabilities, does not use words, and hits her head. Head hitting is maintained by adult attention during work periods.

• Which is the best Replacement Behavior• hide under her desk and be ignored• sign for “more” to another student• take completed work up to show the teacher• move to sit by another student• Use picture communication system to request teacher

help

Start w/ the Function

1. Serve same Function? Does it provide adult attn?

2. Is Behavior easier to do than problem behavior?

3. Is Behavior socially acceptable?

Then, move to preventing the problem behavior & prompt alternative

Antecedent Interventions

Maintaining Consequence & Function

Problem Behavior

Antecedent

FUNCTION

Function should guide selection of prevention strategies

Function should guide selection of alternative/ replacement behaviors

When generating interventions we use Function to develop ideas to change A, B & C

Targeted Routine

Does the intervention directly address:

a) the antecedent?

b) the Function of the problem behavior?

Antecedent Interventions

Yes or No?

Why?

Critical features of Antecedent Interventions to prevent the Problem Behavior?

Function Based Interventions

Maintaining Consequence & Function

Problem Behavior

Antecedent

FUNCTION

Function should guide selection of prevention strategies

Function should guide selection of alternative/ replacement behaviors

Function should guide selection of consequences: (+) and (-)

When generating interventions we use Function to develop ideas to change A, B & C

Targeted Routine

Consequence Intervention: Reinforcing Positive Behavior

1. Identify an intervention to Reinforce the

Alternate Behavior

Yes or No?

Why?

Critical features of Reinforcers?

2. Identify an intervention to Reinforce the Desired Behavior

Steps in Identifying

Reinforcers?

a) Is reinforcer valued? (start w/ function of behavior)

b) Are expectations & timeframes reasonable for the student?

Consequence InterventionResponding to Problem Behavior

1. Prompt the Alternate Behavior at earliest signs of problem behavior

Yes or No?

Why?

2. Identify a response to problem behavior that does not reinforce the Problem Behavior

Steps in Identifying Responses to Problem Behavior?

Function Based Interventions

Maintaining Consequence & Function

Problem Behavior

Antecedent

FUNCTIONAVOIDING DIFFICULT TASK

Prevent

Make task less difficult

to avoid difficult task

Alternate behavior

Must allow student to

avoid difficult task

Consequence

(+) Reinforce (a) alternate behavior w/ oppt’y to avoid task & (b) desired behavior

(effort on task)

(-) problem behavior should not result in avoiding task;

redirect to Alt. behavior

When generating interventions we use Function to develop ideas to change A, B & C

Targeted Routine

Function Based Interventions

Maintaining Consequence & Function

Problem Behavior

Antecedent

FUNCTIONGETTING ADULT ATTENTION

Prevent

Provide adult Attention in advance &

often

Alternate behavior

Must give student

access to adult attention

Consequence

(+) Reinforce both alternate behavior & desired behavior

w/ adult attention

(-) problem behavior should not result in adult attention;

redirect to Alt. behavior

When generating interventions we use Function to develop ideas to change A, B & C

Targeted Routine

Communication Replacements for Problem Behavior

Function Possible Replacement

Gain attention/social interaction Recruit attention (“come here”)Request affection (“Hug please”)Solicit Praise (“How am I doing?”)Initiate greetings (“Hello”)

Escape or avoid an object or activity

Reject/protest (“No thanks”)Request assistance (“Please help”)Request alternative (“Any others?”)Request a break (“Can I have a break”)

Gain access to an object or activity Request objects (I want a drink)Request activity (I want to take a walk)Indicate preferences (I prefer tea)Make choices (I want that one)

Obtain direct sensory consequences Request stimulating objects/activities (Can I watch a movie?)Request attention/social interaction (Let’s talk)Indicate boredom (I’m bored. Let’s do something)

Basic Conditions for Communication (Beukelman & Mirenda, 2005)

At least 2 people who understand each other

Form ◦ Way to send the message

Content ◦ Something to talk about

Function ◦ Reason/Purpose to communicate

Educational team members must ensure these are addressed

Communication Forms (Behaviors)Multi-modal nature of communication

Non-symbolic- No use of symbols, speech or signs (e.g., cry, laugh, reach, point)

Symbolic-Shared message between sender & receiver (e.g., speech, sign language, voice output devices, picture symbols)

Unaided- Doesn’t require external equipment◦ E.g., Signs, gestures, facial expressions

Aided-requires external equipment◦ E.g., Computers, switches, speech generating devices

Aided Communication Low-Tech/Non-electronic: symbols, and

communication displays

Mid to Hi-Tech/Electronic: Speech-generating devices

Advantages/ Disadvantages of both?

Teaching a combination of different modes is necessary◦ Examples: Vocalization, body movements,

pointing, facial expressions, nodding, gestures, use of object symbols, picture symbols, manual signs

◦ Morgan: A multiple-mode communicator!◦ http://www.youtube.com/watch?v=uhLA-TQX4Ow

&feature=related

No one form of communication will meet all needs of all social situations

Unaided Communication Teachers need to be attuned to how student

communicates

Understand what various gestures, vocalization, and other techniques mean

Gesture DictionaryWhat John

DoesWhat it means

How to Respond

Runs to the door

“I want a drink of water”

Let him go for a drink of water from the water fountain or set a timer for when he can go

Grabs another student’s arm

“I like you”

Explain the meaning to John’s classmate & help them work together

When is unaided communication appropriate? Used when students have no other way to

get their messages across

Must be socially acceptable & intelligible

Contents of Communication When there is nothing to say, there is no

communication (i.e. the awkward pause when run out of things to say)

Individuals with severe disabilities need to have access to a variety of objects, pictures, and photos

Communicative Functions/ Intent

Request Initiate/greeting Terminate Attention Naming Accept/Reject

◦ Protesting situations◦ Affirming situations

Expressing choices or preferences

Assessing Receptive Communication Skills Receptive skills for a specific activity need to be

identified

What does the student do to demonstrate that the message has been received and understood?

Document what forms of communication seem to be best understood

Assessing Expressive Communication Skills Any attempt by the student to start, maintain, or

end a communicative exchange should be noted.

How the students communicates (the form)—Skill level?

Why the student is communicating (function/intent)—different forms of communication for different purposes?

What the student talks about (content)—information on breadth of skills and accessibility?

Ecological-Functional Assessment Process Uses observational techniques to analyze

skill demands of the natural environment and determine how the student performs within the environment

Leads directly to intervention plan (Snell, 2002)

1. List Domains

2. List environments

3. List sub-environments

4. List activities associated with each sub environment

5. Task analyze each activity to identify skills

6. Observe the performance of the activity to identify needs

Communication Ecological Inventory Worksheet (Figure 8-10, p.249, Best, Heller, Bigge, 2005)

1. Ask: Where does the student spend time? (environment, sub-environment, activities)

2. Select Activity: (e.g., ordering food)

3. Observe: (for vocabulary used in activity) List Expressive Vocabulary used in the activity List Receptive Vocabulary used in the activity

4. Review listed words and determine which words & skills need to be taught to the student.

Example of Communication Ecological Inventory Where does the student spend time?

◦ Environment: Community: McDonald’s◦ Subenvironment: McDonald’s counter area◦ Activities: Ordering food, waiting in line,

socializing in line Select activity: Ordering Food

Example Cont’d Observe vocabulary used in activity

◦ Expressive: “I want, hamburger, fish sandwich, small, medium, large, coke, milkshake, yes/no, that’s all, thank you, my order is wrong, I need, extra ketchup, for here, please repeat that, how much?”

◦ Receptive: “May I help you?, Is that all?, Here or to go?, Your order will be ready soon?, I don’t understand, Your total is_____”

Review listed words: which are above, below, and at the student’s level. Which are within or outside student’s experience, which are necessary for the task

Complete a hypothetical “ecological inventory for your student OR partner’s student”

1. Select Activity: e.g. Ordering Food, Playing a game

2. Record Vocabulary used in Activity:◦ List Receptive Vocabulary

◦ List Expressive Vocabulary

3. Prioritize what words to teach

Activity

Ecological Inventory of Communication Skills

Steps in Activity

Natural Cues

Comm. Skills Needed

Student Performance

Discrepancy Analysis

Interv.Plan

Receptive or Expressive

+ or - Why student isn’t doing the step

suggestions

Important Results from Ecological Inventory of Communication Skills Student’s current FORM (modes) of

communication.◦ What ways he/she is presently communicating◦ What ways could be used to communicate more

effectively (fluency, comprehensible to others) CONTENT of the environment and activities

◦ Vocabulary: Expressive & Receptive◦ Natural Supports◦ Communication Partners (will have to teach them)

FUNCTION/ Intent of student’s communication◦ Requesting, Refusing, Initiating

Assistive Technology (AT): Any item, piece of equipment, or

product, whether acquired commercially, off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of individuals with disabilities. (P.L. 101-407, The Technology Related Assistance Act of 1988).

Augmentative & Alternative Communication:All forms of communication (other

than oral speech) that are used to express thoughts, needs, wants, and ideas.-American Speech-Language-Hearing Association (asha.org)

Think of a student that requires AT or AAC:

• What types of supports does/will this student receive?

• How are these supports determined?

• Who is involved in this determination?

TASK

STUDENT

EN

VIR

ON

ME

NT

TO

OL

S

SETT- similar to ecological inventoryStudent

S

Environment

E

Task

T

Tools

T•What are the student’s current abilities?

•What are the student’s special needs?

•What are the functional areas of concern?

•What activities take place in the environment?

•What activities do other students do that this student cannot currently participate in?

•What assistive technology does the student have access to or currently use?

•What specific tasks occur in the environment?

•What activities is the student expected to do?

•What does success look like?

•Are the tools being considered on a continuum from no/low to high-tech?

•Are the tools student centered and task oriented and reflect the student’s current needs?

•What are the training requirements for the student, family and staff?

• What are the

functional areas of

concern?

• What are the student’s special needs?

• What are the

student’s current

abilities?

• What are the other students doing that this student needs to be able to do?

• What does the student

need to be able to do that

is difficult or

impossible to accomplish

independently at this

time?

STUDENT

A useful resource to support these questions from a student point of view is Bowser, G., & Reed, P. (2001). Hey Can I Try That? A Student Handbook for Choosing and Using Assistive Technology. This is available from www.educationtechpoints.org/manuals-materials/hey-can-i-try-that

STUDENT

Activity

• Using the practice SETT table• Get together with a partner or two • Complete the answers to the “Student

Section”

• What are the

functional areas of

concern?

• What are the student’s special needs?

• What are the

student’s current

abilities?

• What are the other students doing that this student needs to be able to do?

• What does the student

need to be able to do that

is difficult or

impossible to accomplish

independently at this

time?

STUDENT

Environments

Work Recreation Community Education Home

• What assistive

technology does the

student have access to or

currently use?

• What activities

take place in the

environment?

• What activities do other students do that this student cannot currently participate in?

ENVIRONMENT

• What is the

physical

arrangement?

• Where will the student participate—classroom, home, community, therapy?

Sensory Considerations (new)

New section as a subset of Student & Environment

– Does this student have sensory deficits or sensitivities that will impact his/her ability to …. ?

– Do the learning environment(s) impact the sensory issues of the student?

Sensory Considerations

STUDENT• Visual (glare, color vs.

black & white, white space between symbols, etc.)

• Auditory (voice, volume, button click)

• Tactile (velcro, weight)

• Personal space• Student specific

ENVIRONMENT• Background noise• Lighting (full

spectrum vs. flourescent)

• Physical space

Activity

• Using the practice SETT table get together with a partner or two and complete the answers to the “Environment Section”

• What assistive

technology does the

student have access to or

currently use?

• What activities

take place in the

environment?

• What activities do other students do that this student cannot currently participate in?

ENVIRONMENT

• What is the

physical

arrangement?

• Where will the student participate—classroom, home, community, therapy?

Activity

• Using the practice SETT table get together with a partner or two and complete the answers to the “Tasks Section”

•What does success

look like?

•What activities is the student expected to do?

• What specific

tasks occur in the

environment?

TASK

• TOOLS – Devices & Services---anything that is needed to help the student participate and access learning programs.

TOOLS

• Are tools being

considered because of

their features

that are needed rather

than brand names?

• Are the tools student centered and task oriented and reflect the student’s current needs?

• Are the tools being

considered on a

continuum from

no/low to high-tech?

•What is the cognitive load required by the

student to use the tool?

• What are the

training

requirements for the

student, family and

staff?

TOOLS

Tools

Access to– Keyboards– Mouse– Monitor– Drives/Storage– Printer

http://www.youtube.com/watch?v=xatHPazOXw0&feature=related

AT Continuum

• Follow the progression of low tech, through mid tech to high tech when selecting assistive technology tools

Low Tech Tools

Assistive Technology for Communication

Symbols for Communication Real Object Symbols

Photographs & Pictures

Line Drawing Symbols

Textured Symbols

Letters & Words

AT Communication ContinuumLow Tech

Concrete Representations

Real Objects– Calendar box

– Tangible Symbols

– Miniatures

– TOBIs (true object based icon)

AT Communication ContinuumLow Tech

Communication system with pictures, symbols, letters &/or

words

Considerations for Designing Displays Messages: which are needed, in what contexts

Symbols: depending on the individual & messages

How symbols are displayed: booklets, notebooks, wheelchair trays, scanners

Organizing symbols: context specific, how many per page, etc.

Selecting Symbols—What to look for? Should make sense to the user &

communication partners (assess with range of choices)

Similarity between the symbols & what represents should be obvious

Students sensory modalities should be considered

Symbols introduced gradually building on current communication skills

Using Symbols to Promote Participation/Conversation Calendar/Schedule Systems Choice Displays Remnant (e.g. Movie ticket, scraps from

activities) Displays Conversation Displays

Pragmatic Organization Dynamic Display (PODD) http://www.novita.org.au/Content.aspx?p=683#What_is_PODD

Vocabulary is organized according to communication function and discourse requirements

Simplified Technology by Linda Burkhart◦ http://www.lburkhart.com/

Pragmatic branch starters◦ I like this, I don’t like this, I want something, Quick

word/question, I have an idea, I want to show you something…

http://www.youtube.com/watch?v=ux1KIrz5rpY&feature=related http://www.youtube.com/watch?v=YDjVFXu9MZk&feature=related

Porter & Burkhart, PODD

Mid Tech Tools

Assistive Technology for Communication

Graphic arrays Designing communication

boards or communication notebooks◦ Choosing items◦ Size of each item◦ Positioning each item◦ Accessibility of each item◦ Perception of each item (both user

and communication partner)◦ Item placement/ordering- groups?

Effort in scanning?◦ Motor involvement in using array-

vertical or horizontal?

AT Communication ContinuumMid Tech

Simple Voice Output DevicesBIGmack Step-by-step

CheapTalk

Hip Talk

AT Communication ContinuumMid Tech

Speech Generating Device with levels

Bluebird II

Tech series

Message Mate7 Level Communication Builder

Leo

High Tech Tools

Assistive Technology for Communication

AT Communication ContinuumHigh Tech

Speech Generating Devices with icon sequencing

Pathfinder Plus

Vantage Plus

SpringBoard Lite

AT Communication ContinuumHigh Tech

Speech Generating Devices with a Dynamic Display

Dynavox V series & V-Max

M3

ChatPC

Tango!

Eyegaze System

Hi-Tech: Speech Generating Devices Devices “talk” when a student touches a

symbol on the device

What are advantages/ disadvantages??

IPAD applications for communication and other low-cost apps

Tap to Talk- Free, customizable, iCommunicate- $49.99, can upload pics to

make storyboards for activities First Then- $9.99, Story kit- Free, You can record reading of a

book and play back Sounding board-$49.99, create custom

boards with symbols or photos, Proloquo2Go-$199 http://www1.teachertube.com/viewVideo.php?title=Student_Demonstrating_Prol

oquo2Go_with_Monkey_Diving&video_id=94307 http://www.youtube.com/watch?v=dKc1Ss5d1Nw&feature=related

IPAD Applications

Activity

• Using the practice SETT table get together with a partner or two and complete the answers to the

• “Tools Section”

Solution Selection: Tools & Strategies

• Review the list of potential tools– Now is the time to evaluate for a

match with:• Student (abilities, difficulties,

likes/dislikes)• Environment (supports, obstacles)• Tasks (what 1-2 things do you want the

student to do?)

– Prioritize selectionshttp://www.youtube.com/watch?v=fAdEOXD9Tvk&feature=related

SETT- similar to ecological inventoryStudent

S

Environment

E

Task

T

Tools

T•What are the student’s current abilities?

•What are the student’s special needs?

•What are the functional areas of concern?

•What activities take place in the environment?

•What activities do other students do that this student cannot currently participate in?

•What assistive technology does the student have access to or currently use?

•What specific tasks occur in the environment?

•What activities is the student expected to do?

•What does success look like?

•Are the tools being considered on a continuum from no/low to high-tech?

•Are the tools student centered and task oriented and reflect the student’s current needs?

•What are the training requirements for the student, family and staff?

What do we choose to teach?

Consider:

What to communicate about

Activities/environments used in

People communicate with

Initial Instructional Strategies Establishing Want/No

Response Prompt Strategies (Time Delay, System of Least/Maximum Prompts)

Milieu Teaching- modeling, manding, time delay, incidental teaching

Environmental Arrangement & Interrupted-chain Strategy

Conversation skill training

Supporting AAC Learners (continued)

AAC Training◦ Training for student, parents/family/friends,

teachers, employers, peers

◦ Training in the use/maintenance of the system

◦ Training in facilitative/instructional techniques that promote communication

Developing Vocabulary

Developmental Vocabulary◦ To encourage language & vocabulary growth◦ Should include words or messages that encourage

students to use various language structures and combinations E.g., more, no, there

◦ Variety of nouns, verbs, & adjectives to support word combinations E.g., more car, OR no eat

◦ As vocabulary expands encourage use of combinations of 2,3,4, or more

Pre-literate vocabulary Needs for an AAC system

Substantive words (i.e., people, places, things) Relational words (e.g., big, little) Generic verbs (e.g., give, get, make) Specific verbs (e.g., eat, drink, sleep) Emotional state words (e.g., happy, scared) Affirmation/negation words (e.g., yes, no, not) Recurrence/discontinuation words (e.g., more, all gone) Proper names for people first (Mike) and personal

pronouns (his) later Single adjectives first (e.g., hot, dirty) & polar opposites

later (e.g., cold, clean) Relevant colors Relevant prepositions (e.g., on, over)

Developmental vocabulary categories (include from the lists)

If limited sight word recognition… Messages chosen from a functional rather

than developmental perspective Single words or whole messages are selected

to meet individual communication needs. ◦ One or more symbols to represent messages◦ Age/context/culturally appropriate.

Include some developmental vocabulary in AAC systems◦ Added whenever new environments or participation

opportunities are included

Vocabulary selection for nonliterate individuals

Words & messages that are commonly used by a variety of individuals and occur very frequently.

Sources to identify core vocabulary items◦ 1. Word lists based on the vocabulary-use

patterns of other individuals who successfully use AAC systems (http://aac.unl.edu/vocabulary.html)

◦ 2. Word lists based on the use patterns of the specific individual

◦ 3. Word lists based on the performance of natural speakers or writers in similar contexts.

◦ http://www.youtube.com/watch?v=Vib2__BDCXc

Developmental/Core vocabulary