I really love this! Do you have a link to the video by chance? Such a lovely example!
Karen Natoci - 8/3/2016
Are you sure you want to delete this post?
Remove
Cancel
Internet Explorer is no longer a supported browser for the Communication Matrix so features may be missing. Please switch to a different browser, such as Firefox or Chrome.
2 likes
1546 views
Teaching vocabulary explicitly is essential for students using AAC to develop language
Marlene
7/26/2016 4:53 AM
One question we are grappling with is, “what does intervention before assessment look like in AAC and language?” How often do we assess student’s vocabulary and draw all sorts of conclusions before they have ever had the opportunity to manipulate and use language? Typically developing children learn new words through the use and verbal production of those words in their various forms. How do students using AAC accomplish that task?
When I taught classrooms of young children with significant speech and language needs, teaching vocabulary was built into the classroom curriculum. Yet as I support teams servicing students with AAC I seldom see vocabulary being explicitly taught. It is almost like we are assuming that once they have an AAC system, then magically they will know all the words and how to use them in all their communicative exchanges.
One example drove this home for me. After a lengthy discussion on language, vocabulary and instruction with a team, I was confronted with a rather aggressive stare coupled with a boldly stated comment, “I’m not sure this is worth my time. I already know how to teach vocabulary. I do it every week!!!” I then responded. “I of course assumed that. What I am wondering is how often you explicitly teach vocabulary to the students using AAC?” Silence and then a laugh…”never, I just ask her to find different words on her talker and build sentences that I now wonder if she would even generate on her own”. This seasoned SLP had unknowingly taken off her “language hat” and put on her “quizzing hat” in the support of her student using AAC.
Learning language while learning and using AAC is a complex process that must include learning new words and understanding how they connect to known words and their use in the demonstration of the functions and purposes of communication. There is a ground swell of new resources to assist SLP’s and educational teams on how to provide explicit vocabulary instruction for students needing AAC and language strategies and supports. Our “go to” is the Dynamic Learning Maps Professional Development module: Vocabulary Instruction and Communication. What we love about these modules is that they offer a self-directed version and a facilitated version. The facilitator’s version gives you everything you need to provide your own professional development with your teams. Who doesn’t love that?
I have included the link to the DLM Modules. There are over 50 additional modules you may want to explore. They have been invaluable to the teams and districts we serve.
DLM ™ Core Vocabulary and Communication: http://dlmpd.com/
Newly added professional development modules: http://www.project-core.com
Carole Zangari says it powerfully: “Teaching core words isn’t quick and it isn’t easy. Core language instruction isn’t simple and it isn’t always intuitive. What it is, though, is powerful. It’s teaching kids to fish for themselves rather than serving them up a plate. It’s laying a foundation so that they will ultimately be able to say what they want at any point in time. It’s worth it.”
More resouces to explore from PrAACtical AAC Vocabulary Instruction search: http://praacticalaac.org/?s=vocabulary+instruction
Oakland Schools Self-Assessment for Vocabulary Instruction PDF is attached.
Intervention Strategies
This post is part of the collection
2 Replies
0 likes
0 replies
- 1 likes
- 0 replies
Marlene, I showed this to a group of SLPs at the Vanderbilt Schools Conference. Everybody was so excited to see you work.
Emily Dayle Quinn - 8/1/2016
© 2025 Charity Rowland, Ph.D.
Site by State33 and Smith & Connors
Add this post to
Write a note about why you chose this post to appear in your collection.
Try the Matrix
Please select a statement below that describes the type of matrix administration that you would like to begin.
Please wait while we process the matrix ...
You are about to TRY the Matrix Assessment tool.
Your information will not be saved unless you register. You may register for free at anytime throughout the tryout by clicking the orange button bottom right.
Your information is private.
The information you enter in the assessment is completely secure and cannot be identified. When you use this free service, we ask you to provide some very basic information about the individual you are assessing (gender, age, ethnic background, country of residence, disability and specific impairments) and your relationship to that person. However, we have no way of indentifying who has used this service.
Teachers:
Many teachers require their college students in communication disorders or child development classes to complete a Communication Matrix online. Please have your students use the Test Drive site for this purpose. You may ask them to print out the Profile and Communication Skills List as proof of their work.
Statement A
My child doesn't seem to have real control over his body yet.
The only way I know that he wants something is because he fusses or whines when he's unhappy or uncomfortable, and he smiles, makes noises or calms down when he's happy and comfortable. Does this statement describe your child?
Statement B
My child has control over her own behaviors, but she doesn't use them to try to communicate to me.
She doesn't come to me to let me know what she wants, but it's easy for me to figure out, because she tries to do things for herself. She knows what she wants, and her behavior shows me what she wants. If she runs out of something to eat, she will just try to get more, rather than trying to get me to give her more.
Does this statement describe your child?
Statement C
My child clearly tries to communicate his needs to me through gestures, sounds or language.
He knows how to get me to do something for him. He uses some of the kinds of behaviors below to communicate:
- Gestures such as pointing, shaking his head, tugging at my arm or looking back and forth between me and what he wants
- Sounds such as squealing to show you he wants something or fussing when he doesn't want something
- Language or symbolic forms of communication such as speech, written words, Braille, picture symbols, 3-dimensional symbols or sign language
Does this statement describe your child?
How to score your child
Each question you will see is related to a certain message that your child might be able to express using a variety of behaviors. Read the question and decide whether your child is able to express the message described using any of the listed behaviors. If the answer is YES, then you must also decide whether your child has mastered the use of each behavior or whether it is still at an emerging stage. Check either the mastered or emerging box next to any behaviors your child uses to express the message. Use the following definitions to decide whether a behavior is mastered or emerging
Mastered
– Does this independently most of the time when the opportunity arises
– Does this in a number of di erent contexts, and with di erent people
Emerging
– Does this inconsistently
–
Only does this when prompted or encouraged to do so. Only does this in one or two contexts or with one person.
Tips on Communication Devices
Each question you will see is related to a certain message that your child might be able to express using a variety of behaviors. Read the question and decide whether your child is able to express the message described using any of the listed behaviors. If the answer is YES, then you must also decide whether your child has mastered the use of each behavior or whether it is still at an emerging stage. Check either the mastered or emerging box next to any behaviors your child uses to express the message. Use the following definitions to decide whether a behavior is mastered or emerging