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Framework5 1

The document outlines a framework for a core vocabulary initiative to increase access to communication for students with significant disabilities. The framework includes goals of ensuring every student has a voice and increasing use of core vocabulary. It provides guidelines in three areas: communication interactions, language, and AAC systems. For each area, it lists objectives and provides guidance for activities like modeling language, creating opportunities for communication, and designing classroom environments and personal systems to facilitate AAC use.

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10K views2 pages

Framework5 1

The document outlines a framework for a core vocabulary initiative to increase access to communication for students with significant disabilities. The framework includes goals of ensuring every student has a voice and increasing use of core vocabulary. It provides guidelines in three areas: communication interactions, language, and AAC systems. For each area, it lists objectives and provides guidance for activities like modeling language, creating opportunities for communication, and designing classroom environments and personal systems to facilitate AAC use.

Uploaded by

api-276991204
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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MISD AAC Core Vocabulary Initiative Framework

rev 2-25-16

Goals:

Ensure that every student will have a voice, including the students with the most significant
disabilities.
Increase every students (who have low/no speech) access to communication systems.
Increase the functional design of systems, so that they include core vocabulary, are designed for their physical abilities, are
customized, etc.
Increase the use of core vocabulary in all communication activities and environments.
Increase functional use of AAC systems across environments.

Communication Interactions

Language

1. Modeling and Assigning


Meaning

5. Teaching Communication
Functions

2. Creating Opportunities

6. Targeting Core Vocabulary


Acquisition

3. Responding to Students
4. Asking Questions that
Facilitate Language Growth
Data: Video Self-Assessment
Checklist, Model Tracker

MISD 2016 Staskowski, Hardin

AAC Systems
8. Designing Classroom
Environments to Facilitate AAC

7. Syntax, Sentence Productions, 9. Providing Student Personal


and Morphology
Access Method and Systems
Data: Student Communication and
Language Profile

Data: Student Communication and


Language Profile

Adapted from Van Tatenhove 2009, 2015

MISD AAC Core Vocabulary Initiative Framework

Communication Interactions

Language

1 Modelling & Assigning Meaning

5 Teaching Communication Functions

1.1 Model communication on an AAC system whenever


talking to a student.
1.2 Assign meaning when responding to all behaviors and
respect student communication/choice, presume
competence.
1.3 Use an appropriate rate of interaction/ communication
1.4 Verbal speech is paired with model, using syntactically
correct language and saying all the words, not just the
ones you are modeling on the AAC system.
1.5 Use a precise point. Point only once to each symbol.

5.1 Develop instructional plans to encourage and model


communication for a full range of communicative functions.
5.2 Facilitate the development of a balance of
communicating for behavioral regulation, social interaction,
and joint attention.
5.3 Write and use scripts to model and teach
communicative functions using the core vocabulary to be
targeted.

2 Creating Opportunities

6 Targeting Core Vocabulary Acquisition

2.1 Create communication opportunities frequently


throughout every interaction
2.2 Use strategies to stimulate communication: Pause &
wait, Sabotage the routine, Feign ignorance
2.3 Provide sufficient wait time
2.4 Use the prompt hierarchy to provide the least
restrictive prompts

6.1 Provide, model, and teach vocabulary from a variety of


language groups including pronouns (I, me, you, it, mine, he,
she); verbs (do, put, is, make, let, get, want); negation (not,
no, don't); prepositions (with, for, to, in, on); question words
(what, where); generic locations (here, there, away), place
holders for nouns (this, that, some), adjectives, time words
(now, again); interjections (please), conjunctions (and,
because).
6.2 Work toward expanding the number of core vocabulary
used independently.
6.3 Write and use scripts to teach the meaning use of words
from a variety of language groups and an increasing number
of core vocabulary.

3 Responding to Students
3.1 Respond to students verbal/nonverbal initiations:
Acknowledge, honor, and delay.
3.2 Use response strategies after a student
communicates: Repeat, correct, and expand on what the
student said to facilitate language development.
3.3 Clarify unclear communication.

4 Asking Questions that Facilitate


Language Growth
4.1 Ask open ended /wh/ questions which
encourage core vocabulary use
4.2 Ask answerable yes/no questions (at an
appropriate level of complex language, legitimate)

MISD 2016 Staskowski, Hardin

7 Syntax, Sentence Production, and


Morphology
7.1 Provide instruction and modeling targeting the
development of morphology (prepositions, pronouns,
auxiliary very (is, are), modal verbs (can), question words,
plurals, past tense, comparative and superlative forms.
7.2 Plan for instructional routines to teach noun and verb
phrase development and sentence types (e.g., agent-action,
action-object, object-possessive
7.3 Write and use scripts to teach sentence structure and
morphology using the core vocabulary to be targeted.

rev 2-25-16

AAC Systems
8 Designing Classroom Environments
to facilitate AAC
8.1 Design the classroom environment to support modeling
core vocabulary.
Consider:
Consistent symbol set (high contrast or regular,
consistent location/icon)
3 Second Rule: staff should have immediate access.
Access to both manual boards and SGD including:
Staff core boards, Wall Chart, Descriptive Labels,
Environmental Mini-Scripts, Core boards posted in
multiple locations, Visual schedules, A variety of
manual boards within reach, Single or sequenced
message digital voice output devices, Lite-Tech
devices (e.g., GoTalk 32, etc.), iPad with _______

9 Providing Student Personal Access


Method and Systems
9.1 Assure the student has an appropriate symbol set

Vision (high contrast/textures/shapes)

Potential SGD symbol set

The amount of vocabulary available to student is


balanced by what he/she can handle cognitively,
physically and visually. Consider: Cognition, vision,
physical access, language
9.2 The size/arrangement of vocabulary Consider: Vision,
physical access, acuity (size of targets for both direct
select and eye gaze), layout of potential SGD
9.3 Identify personal vocabulary needed. Consider:
Required fringe vocabulary, gender and race of I
symbols, location of fringe on potential SGD
9.4 Determine the most effective selection method (direct
selection -including with eye gaze- is the most expedient)
Consider: Physical (range of motion, finger isolation,
pointing accuracy, positioning), scanning (partner assisted,
single switch, two switch), consult your OT/PT
9.5 Determine if the student learns best from a manual
board or SGD
9.6 Determine if the student needs a static SGD or one
with dynamic display.
9.7 Determine best strategy for making the system mobile
for ambulatory or students with wheelchairs.

Adapted from Van Tatenhove 2009, 2015

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