Module: Communication Across the Day for Complex Learners Using AAC - Micro Lesson: Vocabulary Selection
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04/16/2025
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Micro Lesson: Vocabulary Selection
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- [00:00:00.000]Okay. So there are quite a lot of ones. And then there's a couple of people that are like,
- [00:00:13.900]yeah, I've heard of it. Maybe two, threes, fours. So this is why this is exactly why we need to have
- [00:00:20.980]this conversation with core versus fringe. Okay. Beautiful. Thank you. Yeah. Perfect. Perfect.
- [00:00:27.240]When I graduated with my SLP degree and I've worked at ESU 13 my entire career, I love working
- [00:00:34.240]at an ESU. One of my very first assignments was with our level three program here on site,
- [00:00:40.520]which is a program for students with complex disabilities, intellectual disabilities,
- [00:00:45.600]and probably half of our students here are non-speaking or minimally verbal. And so a lot of
- [00:00:54.500]a lot of this, like,
- [00:00:57.220]content is really just, and I think, you know, Megan and I have had a similar conversation of
- [00:01:03.980]saying, I'm working with these kids, and I don't know what the best practices, I don't know what
- [00:01:07.220]to do, I need to learn more. And so when we get into vocabulary selection, this section is all
- [00:01:13.320]about core versus fringe. So we want to think about, whoops, sorry, that's me trying to control
- [00:01:19.480]somebody else's screen and clicking too much. We always want our vocabulary to be functional,
- [00:01:25.000]personalized, and meaningful. So again,
- [00:01:27.200]what is functional and meaningful for me is not the same that's for Megan, is not the same for my
- [00:01:33.840]learner, is not the same for the learner's parents. We always want that to be personalized to the
- [00:01:39.380]student. So when we're thinking about what vocabulary are we going to start with, what's
- [00:01:44.260]the biggest bang for our buck? Here are some considerations. So what are peers saying? What
- [00:01:49.680]are peers doing? Do we need to put, you know, skivity, whatever kids are saying onto their
- [00:01:55.160]device, like things that we don't even know what they're saying. So what are peers doing?
- [00:01:57.180]know what it means, but all their friends are saying it. So okay, they probably want to say it
- [00:02:00.280]too. It's based on their dialect, their culture, different contexts that they're in. So their
- [00:02:06.920]social situations, their academic situations, when they go to the doctor, what medical vocabulary do
- [00:02:13.280]we need? If they have a job or a workplace learning experience, what vocabulary do they
- [00:02:18.780]need in their job? Who are they talking to? So their friends and their peers, their family,
- [00:02:24.220]their teachers, their doctors, whoever that is.
- [00:02:27.160]Do we need,
- [00:02:28.560]phrases? Do we need one word? Are they spellers so they can spell letters and have the alphabet
- [00:02:34.480]and create novel words? So all some considerations that we are thinking about. Here is an example
- [00:02:43.140]of how we might be using and comparing core and fringe. And so the hypothetical scenario here is
- [00:02:54.620]going to a baseball game. And so some examples of all the words we might use at a baseball game
- [00:03:00.840]might be go, turn, look, eat, want, like, stop, see, help, play, yes, no, thank you, mine,
- [00:03:07.060]all of the question words, more, big, fast, good. All of those words would be relevant if you were
- [00:03:13.420]at a baseball game. All of those words might also be relevant if you were at a band concert,
- [00:03:21.080]if you were shopping at the store,
- [00:03:24.220]all of those words might also be relevant if you were at a band concert,
- [00:03:24.600]all of those core words might be relevant. And then we just add a few fringe words
- [00:03:28.420]so we can make sentences or share ideas. So maybe our fringe words for a baseball game
- [00:03:34.120]are baseball bat pitcher, catcher base. And so we can work on combining things like
- [00:03:40.260]more ball. Maybe there's another ball or a strike or whatever.
- [00:03:45.800]Go base. So go to the base, run to the base. Play catcher. Maybe the child would really like
- [00:03:54.580]to learn more about playing catcher. And so we can start to combine some of those
- [00:03:59.060]focusing on core and adding in fringe specific to a situation.
- [00:04:03.080]So regardless of what system you're using, whether that is a high-tech speech generating device,
- [00:04:13.800]whether that's a PECS picture exchange thing, whether that's a low-tech communication board,
- [00:04:20.180]whether that's sign language, it does not matter. Systems that work
- [00:04:24.560]are about 80% core vocabulary and 20% fringe vocabulary. So when you are setting up systems
- [00:04:31.740]and focusing on what you're teaching, we want to be looking at that type of division,
- [00:04:36.320]80% of core words and 20% of fringe words.
- [00:04:40.080]Thank you.
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