What is core vocabulary?
Core Vocabulary and Significant Disabilities: Building Successful Symbolic Communication Karen Erickson, Ph.D., University of North Carolina at Chapel Hill
What is core vocabulary? A relatively small set of highly useful words that apply across contexts. 85% of spoken language in English is comprised of 250 – 350 words The Center for Literacy & Disability Studies
Communication Benefits of a Core Vocabulary • Allows expression of a variety of communicative functions • Includes a variety of word classes • Is useful across contexts • Can be combined to increase semantic and syntactic complexity
The Center for Literacy & Disability Studies
Why the Emphasis on Core? • The DLM First Contact Survey (DLM, 2013): – n = 46,161 – 3% exhibit no intenDonal communicaDon – 6% have intenDonal communicaDon but have no words, signs, or symbols – 24% use single words, signs, or symbols for a restricted range of communicaDon purposes • Shortage of SLPs with experDse in AAC means we need a soluDon that teachers can pick up and use
The Center for Literacy & Disability Studies
Iowa Special Education Summer Symposium June 14, 2016
Core Vocabulary and Significant Disabilities: Building Successful Symbolic Communication Karen Erickson, Ph.D., University of North Carolina at Chapel Hill Sources for the DLM™ Core Vocabulary Word List • AAC research • Expressive vocabulary demands in the standards used in the U.S. (very consistent with Alberta Programs of Study) • Frequency with which students would encounter words in written text
https://www.med.unc.edu/ahs/clds/resources/core-vocabulary The Center for Literacy & Disability Studies
The DLM Core Vocabulary: Selection Process • • • • •
Review of extant core vocabulary research Review of several existing core vocabulary sets U scores Review of vocabulary used in CCRS Development of a weighting system to rank words in order of utility
The Center for Literacy & Disability Studies
DLM™ First Forty Core Words I help who where me what some don’t when open
like it she up make need put that finished turn
not more you on get are all go can stop
want different he in look is this do here over
Iowa Special Education Summer Symposium June 14, 2016
Core Vocabulary and Significant Disabilities: Building Successful Symbolic Communication Karen Erickson, Ph.D., University of North Carolina at Chapel Hill Project Core: Universal Core Vocabulary • Extensive review of the AAC research • Expressive vocabulary demands in the Common Core State Standards • Frequency with which students would encounter words in written text • Prioritized list of words reflects the intersection of the most frequently occurring words in social communication and the most important expressive vocabulary in Common Core State Standards
Universal Core Vocabulary: First 36 Alphabetical order
all
can
different
do
finished
get
go
he
help
here
I
in
it
like
look
make
more
not
on
open
put
same
she
some
stop
that
this
turn
up
want
what
when
where
who
why
you
Universal Core Formats • 36 locaDon boards – Individual use – Classroom use
• 4 locaDon x 9 pages books – Individual Use • 4 square • 4 in-line
– Classroom Use
• Tactual symbols
Iowa Special Education Summer Symposium June 14, 2016
Core Vocabulary and Significant Disabilities: Building Successful Symbolic Communication Karen Erickson, Ph.D., University of North Carolina at Chapel Hill Universal Core Design • Consistent relative positions aimed at supporting effective teaching and student transitions from 4 to 36.
Page 1
Page 2
Page 9
Based on Evidence-based Intervention in AAC • Informed by System for Augmenting Language (SAL) (Romski & Sevcik,1996; Romski, Sevcik, Cheslock, & Barton, 2006) • Components: – AAC system – Universal Core Vocabulary – use in natural environments – models of use by communication partners – ongoing feedback
The Center for Literacy & Disability Studies
Natural Everyday Environments for Teaching • Students do not require continuous prompting and structured practice in order to learn language (Romski & Sevcik, 2006) • Provide many meaningful opportunities to use symbolic language in the events of the day. • Provide ongoing models of the symbolic language you want students to learn. • Encourage but do not require student use. • Attribute meaning to all communication efforts. The Center for Literacy & Disability Studies
Iowa Special Education Summer Symposium June 14, 2016
Core Vocabulary and Significant Disabilities: Building Successful Symbolic Communication Karen Erickson, Ph.D., University of North Carolina at Chapel Hill Teach the Word and the Symbol
• What word does this symbol represent? • What are some meanings of this word? • What are some interesting contexts for teaching it?
Modeling • ALWAYS have the universal core vocabulary available. • Speak in a natural way as you consider the words you can model. • Point to the symbol representations while saying the 1 or 2 most relevant words in your sentence. • Repeat and expand using your speech to build a meaningful context. • Avoid saying “show me…” or “point to” or “touch the…” The Center for Literacy & Disability Studies
Teaching Core Vocabulary 2 ASD classrooms using 32 core for 12 months: • Manual communication display/Go Talk 32 Express/I pad with Touch Chat app First we made a plan: • Choose the new words • Generate phrases to use new words with known core • Choose activities • • •
Rich in context Engaging Interactive The Center for Literacy & Disability Studies
Iowa Special Education Summer Symposium June 14, 2016
Core Vocabulary and Significant Disabilities: Building Successful Symbolic Communication Karen Erickson, Ph.D., University of North Carolina at Chapel Hill Sandwich – New in the Known First: Recognize the student’s pleasure • Place LIKE symbol in the student’s right hand • Sign LIKE hand under hand in the student’s left hand Sandwich: Present preferred object, activity, sensory input • Move student’s right hand with symbol in it • Sign LIKE hand under hand in the student’s left hand Then: Remove the preferred object • Repeat cycle WATCH for movement!!!!!! The Center for Literacy & Disability Studies
Things to Remember • You must teach and model vocabulary if you want students to learn and use it. • Vocabulary instruction should be interactive, engaging and rich in context. • Using vocabulary in multiple ways and contexts will increase student understanding. • Combine new words with known words to increase understanding of both.
The Center for Literacy & Disability Studies
Additional Resources to Teach Core • Project Core hXp://project-core.com • Dynamic Learning Maps PD Modules hXp://dlmpd.com • Beginning Communicators • DLM Core Vocabulary and CommunicaDon • Symbols
• PracDcal AAC Blog hXp://prAACDcalAAC.org • Jane Farrall’s Blog hXp://www.janefarrall.com/ The Center for Literacy & Disability Studies
Iowa Special Education Summer Symposium June 14, 2016
like
want
get
make
good
more
not
go
look
turn
help
different
I
he
open
do
put
same
you
she
that
up
all
some
it
here
in
on
can
finished
where
what
why
who
when
stop
The Picture Communication Symbols ©1981–2015 by Mayer-Johnson LLC. All Rights Reserved Worldwide. Used with permission.
Core Sandwich – GO First: Recognize that an activity involves movement that can accurately be represented with GO. Next: Place the tactile symbol for GO in one of the student’s hands. Place your hand (palm down) under the student’s other hand and sign GO. If you do not have a sign of your own for go, move your hand forward under the student’s like you are making a wave-like motion. Sandwich (link the symbol with the known feeling of moving): Start GO-ING and stop after a minute or so Then: Remove the symbol GO from the student’s hand and place it in the designated area. Lift the student’s hand to brush across the tactile symbol for GO Help the student pick up and explore the GO symbol Place your hand (palm down) under the student’s non-dominant hand and sign GO. Place the tactile symbol for GO back in the designated area. Last: Tap 2x under wrist If the student touches the object, respond by putting the symbol in her hand and GO more If the student does not touch the object and you need to continue GO-ING. Place the symbol in her hand, place your hand (palm down) under the other hand and sign GO. Then GO. NOTE: The student is not required to use the symbol in order to go. You are teaching the association between the act of going and the symbol. It may be several weeks or months before there have been enough learning opportunities for the student to use the symbol in any meaningful way.
Core Sandwich - LIKE First: Recognize that the student is indicating pleasure about something that is happening/present. Next: Place the tactile symbol for LIKE in the student’s dominant hand. Sign LIKE hand under hand in the student’s non-dominant hand. Sandwich (link the symbol with her preference or pleasure in response to an object, activity, sensory input): Present the preferred object, activity, sensory input while helping the student move her dominant hand with LIKE in it. Then: Remove the symbol LIKE from the student’s hand and place it in the designated area. Lift the student’s hand to brush across the tactile symbol for LIKE Help the student pick up and explore the LIKE symbol © 2016, Center for Literacy and Disability Studies
Sign LIKE hand under hand in the student’s non-dominant hand. Place the tactile symbol for LIKE back in the designated area. Last: Tap 2x under wrist If the student touches the LIKE symbol, respond by presenting the preferred object, activity, sensory input while helping the student move her dominant hand with LIKE in it. If the student does not touch the LIKE symbol stop presenting the preferred object, activity, sensory input for a few minutes before repeating the cycle. NOTE: The student is not required to use the symbol in order to get the preferred object, activity, or sensory. However, you will stop presenting for a few minutes and then reintroduce. You are teaching the association between the preferred things and the symbol. It may be several weeks or months before there have been enough learning opportunities for the student to use the symbol in any meaningful way.
Core Sandwich - NOT First: Recognize that the student is indicating displeasure ore refusal about something that is happening or present. Next: Place the tactile symbol for NOT in the student’s dominant hand. Sign NOT hand under hand in the student’s non- dominant hand. Sandwich (link the symbol with her displeasure or refusal in response to an object, activity, sensory input): Present the object, activity, sensory input that the student is refusing while helping the student move her dominant hand with NOT in it. Then: Remove the symbol NOT from the student’s dominant hand and place it in the designated area. Lift the student’s hand to brush across the tactile symbol for NOT Help the student pick up and explore the NOT symbol Sign NOT hand under hand in the student’s non- dominant hand. Place the tactile symbol for NOT back in the designated area. Last: Tap 2x under wrist If the student touches the NOT symbol, respond by stopping the presentation of the object, activity, or sensory input. If the student does not touch the NOT symbol, continue to try to present the object, activity, or sensory input for a minute or so before stopping. NOTE: The student is not required to use the symbol in order to get the object, activity or sensory input to stop. You are teaching the association between the NOT and the symbol. It may be several weeks or months before there have been enough learning opportunities for the student to use the symbol in any meaningful way. © 2016, Center for Literacy and Disability Studies
What is core vocabulary? A relatively small set of highly useful words that apply across contexts. 85% of spoken language in English is comprised of 250 – 350 words The Center for Literacy & Disability Studies
Communication Benefits of a Core Vocabulary • Allows expression of a variety of communicative functions • Includes a variety of word classes • Is useful across contexts • Can be combined to increase semantic and syntactic complexity
The Center for Literacy & Disability Studies
Why the Emphasis on Core? • The DLM First Contact Survey (DLM, 2013): – n = 46,161 – 3% exhibit no intenDonal communicaDon – 6% have intenDonal communicaDon but have no words, signs, or symbols – 24% use single words, signs, or symbols for a restricted range of communicaDon purposes • Shortage of SLPs with experDse in AAC means we need a soluDon that teachers can pick up and use
The Center for Literacy & Disability Studies
Iowa Special Education Summer Symposium June 14, 2016
Core Vocabulary and Significant Disabilities: Building Successful Symbolic Communication Karen Erickson, Ph.D., University of North Carolina at Chapel Hill Sources for the DLM™ Core Vocabulary Word List • AAC research • Expressive vocabulary demands in the standards used in the U.S. (very consistent with Alberta Programs of Study) • Frequency with which students would encounter words in written text
https://www.med.unc.edu/ahs/clds/resources/core-vocabulary The Center for Literacy & Disability Studies
The DLM Core Vocabulary: Selection Process • • • • •
Review of extant core vocabulary research Review of several existing core vocabulary sets U scores Review of vocabulary used in CCRS Development of a weighting system to rank words in order of utility
The Center for Literacy & Disability Studies
DLM™ First Forty Core Words I help who where me what some don’t when open
like it she up make need put that finished turn
not more you on get are all go can stop
want different he in look is this do here over
Iowa Special Education Summer Symposium June 14, 2016
Core Vocabulary and Significant Disabilities: Building Successful Symbolic Communication Karen Erickson, Ph.D., University of North Carolina at Chapel Hill Project Core: Universal Core Vocabulary • Extensive review of the AAC research • Expressive vocabulary demands in the Common Core State Standards • Frequency with which students would encounter words in written text • Prioritized list of words reflects the intersection of the most frequently occurring words in social communication and the most important expressive vocabulary in Common Core State Standards
Universal Core Vocabulary: First 36 Alphabetical order
all
can
different
do
finished
get
go
he
help
here
I
in
it
like
look
make
more
not
on
open
put
same
she
some
stop
that
this
turn
up
want
what
when
where
who
why
you
Universal Core Formats • 36 locaDon boards – Individual use – Classroom use
• 4 locaDon x 9 pages books – Individual Use • 4 square • 4 in-line
– Classroom Use
• Tactual symbols
Iowa Special Education Summer Symposium June 14, 2016
Core Vocabulary and Significant Disabilities: Building Successful Symbolic Communication Karen Erickson, Ph.D., University of North Carolina at Chapel Hill Universal Core Design • Consistent relative positions aimed at supporting effective teaching and student transitions from 4 to 36.
Page 1
Page 2
Page 9
Based on Evidence-based Intervention in AAC • Informed by System for Augmenting Language (SAL) (Romski & Sevcik,1996; Romski, Sevcik, Cheslock, & Barton, 2006) • Components: – AAC system – Universal Core Vocabulary – use in natural environments – models of use by communication partners – ongoing feedback
The Center for Literacy & Disability Studies
Natural Everyday Environments for Teaching • Students do not require continuous prompting and structured practice in order to learn language (Romski & Sevcik, 2006) • Provide many meaningful opportunities to use symbolic language in the events of the day. • Provide ongoing models of the symbolic language you want students to learn. • Encourage but do not require student use. • Attribute meaning to all communication efforts. The Center for Literacy & Disability Studies
Iowa Special Education Summer Symposium June 14, 2016
Core Vocabulary and Significant Disabilities: Building Successful Symbolic Communication Karen Erickson, Ph.D., University of North Carolina at Chapel Hill Teach the Word and the Symbol
• What word does this symbol represent? • What are some meanings of this word? • What are some interesting contexts for teaching it?
Modeling • ALWAYS have the universal core vocabulary available. • Speak in a natural way as you consider the words you can model. • Point to the symbol representations while saying the 1 or 2 most relevant words in your sentence. • Repeat and expand using your speech to build a meaningful context. • Avoid saying “show me…” or “point to” or “touch the…” The Center for Literacy & Disability Studies
Teaching Core Vocabulary 2 ASD classrooms using 32 core for 12 months: • Manual communication display/Go Talk 32 Express/I pad with Touch Chat app First we made a plan: • Choose the new words • Generate phrases to use new words with known core • Choose activities • • •
Rich in context Engaging Interactive The Center for Literacy & Disability Studies
Iowa Special Education Summer Symposium June 14, 2016
Core Vocabulary and Significant Disabilities: Building Successful Symbolic Communication Karen Erickson, Ph.D., University of North Carolina at Chapel Hill Sandwich – New in the Known First: Recognize the student’s pleasure • Place LIKE symbol in the student’s right hand • Sign LIKE hand under hand in the student’s left hand Sandwich: Present preferred object, activity, sensory input • Move student’s right hand with symbol in it • Sign LIKE hand under hand in the student’s left hand Then: Remove the preferred object • Repeat cycle WATCH for movement!!!!!! The Center for Literacy & Disability Studies
Things to Remember • You must teach and model vocabulary if you want students to learn and use it. • Vocabulary instruction should be interactive, engaging and rich in context. • Using vocabulary in multiple ways and contexts will increase student understanding. • Combine new words with known words to increase understanding of both.
The Center for Literacy & Disability Studies
Additional Resources to Teach Core • Project Core hXp://project-core.com • Dynamic Learning Maps PD Modules hXp://dlmpd.com • Beginning Communicators • DLM Core Vocabulary and CommunicaDon • Symbols
• PracDcal AAC Blog hXp://prAACDcalAAC.org • Jane Farrall’s Blog hXp://www.janefarrall.com/ The Center for Literacy & Disability Studies
Iowa Special Education Summer Symposium June 14, 2016
like
want
get
make
good
more
not
go
look
turn
help
different
I
he
open
do
put
same
you
she
that
up
all
some
it
here
in
on
can
finished
where
what
why
who
when
stop
The Picture Communication Symbols ©1981–2015 by Mayer-Johnson LLC. All Rights Reserved Worldwide. Used with permission.
Core Sandwich – GO First: Recognize that an activity involves movement that can accurately be represented with GO. Next: Place the tactile symbol for GO in one of the student’s hands. Place your hand (palm down) under the student’s other hand and sign GO. If you do not have a sign of your own for go, move your hand forward under the student’s like you are making a wave-like motion. Sandwich (link the symbol with the known feeling of moving): Start GO-ING and stop after a minute or so Then: Remove the symbol GO from the student’s hand and place it in the designated area. Lift the student’s hand to brush across the tactile symbol for GO Help the student pick up and explore the GO symbol Place your hand (palm down) under the student’s non-dominant hand and sign GO. Place the tactile symbol for GO back in the designated area. Last: Tap 2x under wrist If the student touches the object, respond by putting the symbol in her hand and GO more If the student does not touch the object and you need to continue GO-ING. Place the symbol in her hand, place your hand (palm down) under the other hand and sign GO. Then GO. NOTE: The student is not required to use the symbol in order to go. You are teaching the association between the act of going and the symbol. It may be several weeks or months before there have been enough learning opportunities for the student to use the symbol in any meaningful way.
Core Sandwich - LIKE First: Recognize that the student is indicating pleasure about something that is happening/present. Next: Place the tactile symbol for LIKE in the student’s dominant hand. Sign LIKE hand under hand in the student’s non-dominant hand. Sandwich (link the symbol with her preference or pleasure in response to an object, activity, sensory input): Present the preferred object, activity, sensory input while helping the student move her dominant hand with LIKE in it. Then: Remove the symbol LIKE from the student’s hand and place it in the designated area. Lift the student’s hand to brush across the tactile symbol for LIKE Help the student pick up and explore the LIKE symbol © 2016, Center for Literacy and Disability Studies
Sign LIKE hand under hand in the student’s non-dominant hand. Place the tactile symbol for LIKE back in the designated area. Last: Tap 2x under wrist If the student touches the LIKE symbol, respond by presenting the preferred object, activity, sensory input while helping the student move her dominant hand with LIKE in it. If the student does not touch the LIKE symbol stop presenting the preferred object, activity, sensory input for a few minutes before repeating the cycle. NOTE: The student is not required to use the symbol in order to get the preferred object, activity, or sensory. However, you will stop presenting for a few minutes and then reintroduce. You are teaching the association between the preferred things and the symbol. It may be several weeks or months before there have been enough learning opportunities for the student to use the symbol in any meaningful way.
Core Sandwich - NOT First: Recognize that the student is indicating displeasure ore refusal about something that is happening or present. Next: Place the tactile symbol for NOT in the student’s dominant hand. Sign NOT hand under hand in the student’s non- dominant hand. Sandwich (link the symbol with her displeasure or refusal in response to an object, activity, sensory input): Present the object, activity, sensory input that the student is refusing while helping the student move her dominant hand with NOT in it. Then: Remove the symbol NOT from the student’s dominant hand and place it in the designated area. Lift the student’s hand to brush across the tactile symbol for NOT Help the student pick up and explore the NOT symbol Sign NOT hand under hand in the student’s non- dominant hand. Place the tactile symbol for NOT back in the designated area. Last: Tap 2x under wrist If the student touches the NOT symbol, respond by stopping the presentation of the object, activity, or sensory input. If the student does not touch the NOT symbol, continue to try to present the object, activity, or sensory input for a minute or so before stopping. NOTE: The student is not required to use the symbol in order to get the object, activity or sensory input to stop. You are teaching the association between the NOT and the symbol. It may be several weeks or months before there have been enough learning opportunities for the student to use the symbol in any meaningful way. © 2016, Center for Literacy and Disability Studies
