Module: Communication Across the Day for Complex Learners Using AAC - Micro Lesson: Quantity of Vocabulary
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04/16/2025
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Micro Lesson: Quantity of Vocabulary
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- [00:00:00.000]We also want to provide a lot of vocabulary, so a wide range of symbols, a robust vocabulary
- [00:00:16.900]that supports that person in becoming the most autonomous communicator as possible.
- [00:00:24.160]So we need room for language to grow, because hopefully as we work through our teaching
- [00:00:29.920]and our learning and exposure to language and modeling and aided language input and
- [00:00:34.660]all the things we're going to talk about this afternoon, that vocabulary is growing.
- [00:00:39.200]Just like for any typically developing child, we start out with one word, with two words,
- [00:00:47.560]with three words, and then we start to combine into two-word phrases, and then we have three-word
- [00:00:52.040]phrases, and then we have sentences.
- [00:00:53.820]So we want to anticipate that our learners will be making that same type of growth, learning
- [00:01:00.260]more vocabulary words, but then also starting to combine those in new and novel ways.
- [00:01:04.580]Jessica, on this one, I was helping a team, and the mom was a very strong participant
- [00:01:14.860]in that team, and they were just really concerned about some new behaviors all of a sudden that
- [00:01:20.340]were occurring, and the mom said,
- [00:01:23.480]she's like, I really think it's because he just doesn't have the words.
- [00:01:27.760]He's able to use his device so fluently, but I think he doesn't have enough vocabulary
- [00:01:34.420]on there, and so changed out the device and made it more robust vocabulary.
- [00:01:41.400]Behavior immediately receded and went away because he just had more words to use.
- [00:01:48.060]So make certain that we can continue to grow.
- [00:01:53.340]That vocabulary, and remember, we are going to presume competence.
- [00:01:57.440]We might have to start with four, but always presume competence
- [00:02:02.060]that that student is going to be able to grow out their vocabulary.
- [00:02:05.560]That and one of the things that I like to tell teams is, you know,
- [00:02:12.960]when a question that I will hear often is, well, should, you know,
- [00:02:17.600]if we have 36 locations, should we only like have four available or six available or
- [00:02:23.200]whatever? And that really depends. So when we are not in a teaching moment,
- [00:02:27.480]so when they're not sitting with the speech therapist or the classroom teacher,
- [00:02:31.120]whoever's taking the lead,
- [00:02:32.100]if we're not working on teaching specific vocabulary,
- [00:02:34.620]give them everything because that is babbling.
- [00:02:37.860]That is just like when our typical learners are babbling and saying things
- [00:02:43.580]that don't make sense and combining things in silly ways.
- [00:02:46.320]That is a learning opportunity.
- [00:02:48.340]But then just like if I was doing traditional speech therapy with a,
- [00:02:53.060]with a speaking learner, I would be focusing in on here are my targets.
- [00:02:57.640]Here's what I'm doing.
- [00:02:58.620]But that doesn't mean that they can only use those 10 target words in their
- [00:03:03.160]classroom, you know? And so give them,
- [00:03:05.660]give them everything because maybe maybe they find something that they think
- [00:03:09.940]is just hilarious. And we're going to go along with it.
- [00:03:13.860]And I've seen
- [00:03:15.120]um, uh,
- [00:03:17.020]a video. And I think it's from like the lamp words for life people where the therapist is
- [00:03:24.840]working with a kid and their target word was, I don't remember what it was. But somehow they get
- [00:03:31.300]into a box of Kleenexes. And instead of whatever it is, you know, that this actually the therapy
- [00:03:37.060]that the person set up, it turns into just like pulling these Kleenexes and more Kleenexes and
- [00:03:42.100]more Kleenexes and funny and you know, and they're just having this grand old time about it. But it
- [00:03:46.720]is not based on whatever, whatever vocabulary we're teaching. And so going with your your
- [00:03:52.540]learners lead about what is interesting to them is so important. One of the other vocabulary
- [00:04:00.560]questions I hear often is, well, what do we do if they just keep like pushing it? Like,
- [00:04:08.320]they just keep like almost stimming on it, like keep pushing it, you know,
- [00:04:11.660]should we take it away? And the answer is definitely no, don't, don't do that.
- [00:04:16.440]Um, and the response that I give is usually, um, well, what would you do if,
- [00:04:22.380]if a verbal child just kept saying, you know, we're in first grade and they just keep saying,
- [00:04:27.320]but, but, but, and they think it's hilarious because first graders do that.
- [00:04:31.860]What would the consequence be for a verbal learner? And that would be the same
- [00:04:36.960]consequence. We don't take away, we don't take away their voice and their communication because
- [00:04:42.140]they're, um, being a class clown and getting people off, off task, just like
- [00:04:46.160]we wouldn't tape a verbal student's mouth shut if they were, um, being a class clown
- [00:04:50.960]and getting people off task. So that's why I 100% agree so much. So that I added, um,
- [00:04:58.640]an article just yesterday on the landing page for you guys. Um, and you'll, you'll get access
- [00:05:05.240]to that at the end of the day, but I, I also emailed it to you, but, um, it specifically,
- [00:05:10.320]the name of the article is, um, my student keeps pushing the same button over and over again.
- [00:05:15.880]What do I do? So I added that article in the landing page for you and they, that's, this is
- [00:05:23.660]from Practical AAC, phenomenal site resource. Um, and that's exactly what they say. Like it's,
- [00:05:31.020]it's me, I'm babbling, I'm learning the device, I'm trying to figure this out. And if you, um,
- [00:05:36.980]think of all the babbling, a typically developing kiddo does prior to, um, they just had the luxury
- [00:05:45.600]do it at home in their own time. Right. Uh, these students haven't had that time. And so, um,
- [00:05:52.180]there is that article that I have linked into the landing page as well. So yeah, I love it.
- [00:05:59.180]Please don't take the device away just because they are pushing a button button repetitively.
- [00:06:05.320]Okay. I don't, I don't know that that's in here anywhere, but it's a soapbox. So
- [00:06:12.020]I'm going to step down. Obviously we both just got that off. Yeah.
- [00:06:15.400]Okay. Step down off of that.
- [00:06:17.620]Continue.
- [00:06:18.460]Thank you.
- [00:06:19.000]Bye.
- [00:06:19.840]Bye.
- [00:06:20.680]Bye.
- [00:06:21.180]Bye.
- [00:06:23.180]Bye.
- [00:06:25.180]Bye.
- [00:06:27.180]Bye.
- [00:06:29.180]Thank you.
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