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It is recommended that the vocabulary within an AAC system aligns with an AAC user’s preferences and interests. This will help AAC users to participate in activities that interest them and use vocabulary that is specific to their environment. Vocabulary that is aligned with an AAC user’s preferences and interests can be influenced for many reasons.
Research indicates that limited access to words/symbols on an AAC system decreases an individual’s opportunity to participate in social activities such as songs, games, and other social interactions.
Fringe (e.g., specific nouns and verbs) words are important for individualising vocabulary to an AAC user’s preferences and interests (see types of vocabulary and their usage). For example, research has highlighted the importance of fringe vocabulary within an AAC system for an AAC user who is interested in sailing. These include words for different parts of a boat (e.g., sail, oar) and boat safety (e.g., life jacket).
However, generally, it is recommended that a combination of core and fringe words are used within an AAC system to support language development and help develop syntactic, semantic and pragmatic communication (see types of vocabulary and their usage). It is important to gather feedback from the AAC user if they are able to communicate their preferences and interests (see collaboration).
Direct assessments can be used to help identify which words are selected, to use within an AAC system that is appropriate for an AAC user’s preferences and interests (see assessment and evaluation tools).
Case study example:
James is four years old and uses a photograph-based AAC system (see the type of AAC system) to communicate. One of James’s favourite activities is to play at the local playground.
The AAC team are working with James and his parents/family to identify words at the playground that he frequently uses. Including playground-related vocabulary within the AAC system can help James participate in more play. It can also help to increase the time James spends interacting with people, such as his friends and his family. Everyone (communication partners) has helped to select vocabulary for the playground that would be helpful to include within James’s AAC system.
James’s preference for the swing and ladder were included. The other vocabulary was based on some of the other playground equipment that James has been learning to use.
The vocabulary that was selected for James's AAC system, include the following:
Ladder
Ladder
Swing
Swing
Basket-ball hoop
Basket-ball hoop
Slide
Slide
Pole
Pole
Climbing wall
Climbing wall
References
References
Banajee, M., Dicarlo, C. & Stricklin, B. (2003). Core vocabulary determination for toddlers. Augmentative
and Alternative Communication, 19(2), 67-73. https://doi.org/10.1080/0743461031000112034
Carnett, A., Devine, B., Ingvarsson, E., & Esch, B. (2023). A systematic and quality review of augmentative
and alternative communication interventions that use core vocabulary. Review Journal of Autism and
Developmental Disorders. https://doi.org/10.1007/s40489-023-00399-x
Dark, L., & Balandin, S. (2007). Prediction and selection of vocabulary for two leisure activities.
Augmentative and Alternative Communication, 23(4), 288–299.
https://doi.org/10.1080/07434610601152140
Gevarter, C., Prieto, V., Binger, C., & Hartley, M. (2023). Dynamic assessment of AAC action verb symbols
for children with ASD. Advances in Neurodevelopmental Disorders, 7(3), 329–343.
https://doi.org/10.1007/s41252-022-00312-3
Laubscher, E., & Light, J. (2020). Core vocabulary lists for young children and considerations for early
language development: A narrative review. Augmentative and Alternative Communication, 36(1), 43–53.
https://doi.org/10.1080/07434618.2020.1737964
Trembath, D., Balandin, S., & Togher, L. (2007). Vocabulary selection for Australian children who use
augmentative and alternative communication. Journal of Intellectual & Developmental Disability, 32(4),
291–301. https://doi.org/10.1080/13668250701689298
Trembath, D., Dark, L., & Balandin, S. (2006). Why any old words won’t do: The importance of vocabulary
selection. Acquiring Knowledge in Speech, Language and Hearing, 8(3), 117-119.
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