#TalkingAAC 2025

It has long been acknowledged that teaching and modeling core words is an appropriate place to begin intervention for AAC users. (www.project-core.com) Over my years as mother and homeschool teacher for a child with multiple disabilities including complex communication needs, I have utilized various plans for working on core vocabulary including Speak For Yourself Learning to Speak AACtion Plan and PrAACtical AAC’s Year of Core Word and School Year of Core Word resources.
When my son started combining core vocabulary to communicate across settings with varied communication partners and for different purposes, it seemed appropriate to consider his growing vocabulary needs. I began explicit instruction on additional tier 1 words beyond core and tier 2 words to increase his receptive and expressive language skills. (Comprehensive Literacy For All, Erickson and Koppenhaver.) I used instructional strategies such as examples/non examples, word relationships, and stories. (“Robust Receptive Vocabulary Instruction for Students With Significant Cognitive Disabilities Who Use AAC” Geist and Erickson, Teaching Exceptional Children.) While my experience is limited to working with one child, the frequency that new vocabulary was use spontaneously used mimics the reported research results that I’ve based my intervention on. In my session, I will share our journey and hope to encourage teachers, SLPs, and parents to consider explicit vocabulary instruction beyond core words.

Participants will be able to summarize why explicit vocabulary instruction beyond core words is needed for individuals with complex communication needs. Participants will complete hands-on activities with vocabulary words to better understand the role of the student and to build capacity for teaching others. Participants will be able to identify word lists for consideration, understand the role of using existing core vocabulary on a speech-generating device to build receptive vocabulary, and describe three strategies for teaching vocabulary.