speech core words

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Core word teaching strategies

Strategies for teaching core words can include: planning core words based on activities or communication functions, teaching using the core word of the week, or using the Descriptive Teaching Model.

Core words are an essential part of any balanced Augmentative and Alternative Communication (AAC) system.

What are these core words? Why should we use them? And most importantly, what are some practical tools and strategies that can help us implement a core word approach?

What are core words?

While spoken language has at least 250,000 words, a list of only 200 words accounts for about 80% of the words you use every day! These words are called “core words”.

Core words are usually:

• verbs (“go”, “come”),
• adjectives (“good”, “little”),
• prepositions (“to”, “on”),
• pronouns (“you”, “that”),
• articles (“the”, “a”), and
• conjunctions (“and”, “but”).

Only about 10% of the first 200 core words are nouns, and these nouns are very general (“girl”, “house”) rather than specific (“porcupine”, “celery”).

AAC learners need quick access to these core words. It gives them a powerful and flexible tool to communicate whatever they want to say.

Some AAC learners rely on preprogrammed sentences or phrases such as “I want” and “I see”. With core words, they can choose from a small set of words to create their own sentences. Then they can express ideas, and even work on grammar .

Some AAC learners only have the chance to make choices from photos of objects. With core words, they can learn to communicate for a wide variety of reasons .

Some AAC learners are given new curriculum words for each new lesson. With core words, they can build their language skills by using flexible words to answer questions about any topic.

Don’t forget fringe words and the alphabet!

Core words are essential, it does not mean that we do not provide other important vocabulary. Core words should be within an AAC system alongside “fringe” words .

Fringe words are very specific words. They have a more narrow meaning than core words. They describe particular things.

Fringe words are usually:

• more specific verbs (“leap”, “dice”), and
• more specific adjectives (“elegant”, “delicious”)

Each individual fringe word is not used as often as a core word, so AAC systems are usually arranged with the core words on the first, or “home” page, and fringe words are located in other folders.

All fringe words are not equally important for every person. Everyone has certain subjects that they really love to talk about. The important things in our lives: favorite people, places, and thing. These words are different for each person. These personal fringe words need to be added to the AAC . We want to make sure these words are available and easily to reach in the fringe folders.

Also, all AAC systems should have access to a keyboard. This allow an AAC learner to start scribbling/writing with a keyboard as soon as possible. They can do this even if they haven't learnt to read and spell .

Core words, with easy access to fringe words and a keyboard, make up a balanced AAC system. This allows for powerful and independent communication for AAC learners.

4 challenges to teaching core words

For many years we have taught AAC users to make choices or name objects, so as an AAC community teaching the “fringe”/noun words seems to come easily.

Many people find core words harder to teach. These are our challenges:

• Core words are more abstract, and less “picturable”;
• Many core words have multiple meanings;
• When starting with a core word board , people may seem overwhelmed with all the words on one page;
• Choosing a place to start teaching core words can feel complicated.

So where do we start? The answer actually turns out to be simple - we teach core words by using them on the AAC system while we talk.

Modeling core words

Core words can be taught in the same way as any words on the AAC system. We model core words as often as we can in everyday situations. When modeling, we point to core words on our AAC system as we talk with AAC users.

Watch Amanda and Abby model core words on quick communication boards in poster.

As you start you may wonder: Which words should we model? What kind of word combinations should we model?

4 Strategies to teach core words

Here are 4 approaches to help you teach core words.

1. Choosing core words: Communication Functions

Choosing words based on different communication functions can be an effective place to start.

Often an AAC learners' communication development is restricted. This happens when we only model to request or make a choice. These are relatively easy to teach, and give learners early success. However, there is so much more to communication! What if all we could do was request? How much would we have inside that we couldn’t express?

Instead, let’s look at different communication functions! Consider all the different reasons we communicate. This helps us find many core words that will help an AAC user build language for communication.

Here are a few basic examples of using core words within some different communication functions.

Now, think about how you can put this into practice. What are the current communication functions the AAC user is using? Which different communication functions can you teach? Which core words would help achieve these?

2. Choosing core words: Activity-based

It can also be useful to select core words that are used to communicate during a specific, frequently occurring activity.

We do not need to develop an activity-specific board for this . Instead, let’s see if we can use our core words on the AAC system, with some use of fringe folders.

Again, here are some examples to get you started:

Now, think about how you can put this into practice. Think of an activity you do often. What core words could you add to your modeling? What core and fringe words could you combine for longer sentences?

For many ideas on how to integrate core words into common activities, go to the AssistiveWare Core Word Classroom . In particular, check out the Core Word Planners and Core Word 5 Minute Fillers.

3. Choosing core words: Core Word of the Week

Another way to structure the process of teaching and modeling core words is to schedule a set of words to focus on each week or month. This makes modeling more manageable. We should keep adding new words regularly. Combine these with words from previous weeks. In the end, we will teach a full vocabulary with many core words. The approach works because invariably, the team will find that any core word can be used many times throughout the day. In addition, each core word can be easily combined with other words to make many useful messages.

Core Word of the Week has recently become quite a popular approach. We can find many useful resources in this area.

Here are a few examples of core words to focus on and some example combinations that you can model:

To help you plan how to use this approach, here are a few things to consider: What core words might the AAC user already know? What additional core words would be functional and useful words to teach? Can your environment consider adopting the Core Word of the Week approach?

For many ideas on how to use the Core Word of the Week approach, check out the AssistiveWare Core Word Classroom . The Core Word of the Week Planners and Displays are designed to support this approach.

4. Descriptive Teaching Model

The Descriptive Teaching Model, developed by Gail van Tatenhove . It is a useful technique in many educational environments. It is a way of using core vocabulary to describe academic concepts, rather than programming a large number of specific fringe vocabulary words.

Often AAC users are asked to memorize specific nouns to answer academic questions. With this teaching strategy, the AAC user can combine core words to describe the concepts in the lesson.

For example, in a lesson about the life cycle of the butterfly, the teacher may ask the student about the chrysalis stage. The teacher could ask a closed question with one correct answer, such as “What is the name of the third stage of a butterfly’s life?”. To answer this question, the student has to have “chrysalis” programmed into his system, or at least have a paper choice board with the stages represented.

Using the Descriptive Teaching Model, the teacher could instead ask “What happens during the chrysalis stage?”. The student could answer using core words: “It sleeps inside.” ; “It changes to a new thing.”; “It turns pretty.” Each of these sentences shows that the student understands this stage of the life cycle. The student is also learning words they could use again.

The Descriptive Teaching Model has several advantages:

• It gives the AAC user more practice finding core words and combining them into meaningful sentences.
• Because modeling is also required, it requires the teacher to think about how to translate concepts into core words. This encourages teaching concepts at a deeper level.
• It requires the AAC user to think more deeply and creatively about a concept in order to describe it their own words.
• It saves time spent programming and learning how to find infrequently used words.

Do more with core!

All of these strategies encourage teaching core words in natural contexts . We model words to communicate during real, fun activities. This helps AAC users learn the meaning of core words and how to use them to communicate.

In the end, we all have the same goal for the AAC users – to give them the ability to communicate their thoughts clearly to anyone they need to talk to. Core words can do this!

Follow the links below for more strategies to build language and communication:

• Teach grammar
• Integrating specific literacy instruction
• Get practical ideas for building language

Links & References

• Ahern, Kate. (2015). Descriptive Teaching Model (DTM) . [Blog post]
• Ahern, Kate. (2012). Motivate, Model, and Move out of the Way! . [Blog post]
• AssistiveWare Core Word Classroom. (2016). Academic References . [Full reference list]
• Farrall, Jane. (2015). Implementation of iPads for AAC in a Specialist School . [Blog post]
• Independent Living Center WA. Core Vocabulary and Descriptive Teaching in AAC . [Handout]
• Marden, Jennifer. Teaching with Core Words: building blocks for communication and curriculum . [Blog post]
• Snodgrass, M., Stoner, J., & Angell, M. (2013). Teaching conceptually referenced core vocabulary for initial augmentative and alternative communication. Augmentative and Alternative Communication, 29, 322–333.
• Van Tatenhove, G. M. (2009). Building Language Competence With Students Using AAC Devices: Six Challenges. Perspectives on Augmentative and Alternative Communication, 18(2), 38–47.
• Van Tatenhove, Gail. (2013). Core Counts: making activity based instruction count with core vocabulary . [Video presentation]
• Van Tatenhove, Gail. Extreme Makeover: The AAC edition . [Past presentation handouts]
• Van Tatenhove, Gail. Core Vocabulary with Emergent and Context-dependent Communicators in Special Education Classrooms . [Past presentation handouts]
• Zangari, Carole. (2013). Teaching Core Vocabulary . [Blog post]
• Zangari, Carole. (2012). Vocabulary Instruction In AAC . [Blog post]

Speech Language Pathologist

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The First 12: Getting Started with Core Words

April 13, 2013 by Robin Parker - 8 Comments

Core word vocabulary teaching begins with a few premises that underlie the process. These are not new ideas but ones that should be reaffirmed as you begin teaching. It is important, as always, to presume competence. All learners CAN improve and learn communication and language. By presuming competence, we assume everyone will learn and make progress so we model more robust language and we find supports and strategies to make learning happen. Another premise when teaching core vocabulary is that we will have many periods of TEACHING, not just testing. By implementing teaching paradigms, we provide experiences that help the learner become an active participant in the process so they can interact and use key concepts. We also tend then to look for and provide supports that help them be successful in using new concepts, and use instructional feedback and reinforcement for ‘trying’ & ‘educated guessing’ because it is about the process not proving competence.

Some words… about core words for the learners who are much better with nouns and concrete vocabulary than they are with abstract vocabulary. Remember to ‘presume competence’, because these learners can definitely learn core words. They just may need a lot of teaching and that is fine (because there are a lot of opportunities) and can be fun for the ‘teacher’ and ‘student’. A benefit to taking the time and effort to teach core words is that once learned, those core words are so much more versatile than more concrete nouns. That translates to needing to learn and use fewer words to be a more effective communicator and language user and effective communication/language is the goal. Also core words are more easily put together to form phrases and sentences so generative creative and spontaneous language can emerge in a more seamless manner and generalization becomes less of an issue.   So before thinking ‘this won’t work’, presume competence and start teaching.

In a lot of ways, we begin by going back to basics.

We use a lot of

Aided Language Input (ALI) – simply stated, talk AAC and  keep talking AAC. Highlight key words from your natural speech with the AAC picture symbols.  The more you use ALI, the easier it gets because you learn where all the vocabulary is located, you automatically slow down, you learn what core word vocabulary needs to be added to the communication display. Learners get to see/hear the language that they are expected to use which makes it more likely they will ‘talk’ back in the language that is spoken to them. By using ALI, you are also forming an AAC visual language environment which helps with comprehension and organization of a language system.

Frequent Opportunities for the learner to experience and USE the core words. Opportunities for some learners must be very specific. These specific opportunities are also known as ‘communication temptations’. These are situations that are designed to ‘entice’ communication. Communication temptations paired with ‘waiting’ for the learner to USE communication becomes very a powerful teaching/learning opportunity.   Within experiences that allow for modeling (ALI) core words, learners should also have frequent opportunities to experience and USE core words.  This is where thinking of meaningful language experiences comes in, but what is awesome is that almost any authentic experience works to apply opportunities to use the target core vocabulary.  The only caveat is that you need to know which words should be targeted, you need to have supports to make those words stand out, and you need to specifically provide feedback/reinforcement that solidifies or re-emphasizes the target core words.

To demonstrate beginning the teaching process with core words, here are a sample of a possible first 12.   There is a plan to quickly expand to 36 which is why we began with a map of 36 and removed 24 to get the first 12 for teaching.   

Here are some ideas for using these first 12 core words in  meaningful language experiences with Aided Language Input (ALI) and with Frequent Opportunities. However,  core words should be used more than in specific activities but also throughout the day in ALL activities. These are just some examples of how to bring core words into our language modeling and communication opportunities.

Meaningful Language Experience- Playing with Toy Cars  (assumption is that learner likes/loves toy cars)

 Use ALI to model (facilitator does this):

• ‘go’ before pushing the car
•   ‘go’ when the car is rolling
•  ‘go’ when the car goes
• ‘ on’ the ramp
• ‘on’ the road
• ‘on’ the table
• ‘want more’ before taking   each car
• choose  ‘big’  cars (you do not need to contrast with little, teaching core words not opposites)
• ‘play’ cars to get started
• ‘play’ cars to comment on what is being done
• ‘want different’ car ‘on’ the ramp (you can purposely choose an undesired car if learner has preference for extra opportunities to use different)
• ‘Not’ that one for the boring cars

• Hold car at top of ramp wait….. model….  ‘go’ , repeat a few times then wait
• Keep cars in closed plastic screw top jar so learner needs to use ‘want’
• Begin to give the learner a ‘boring’  car, ramp, mat, etc to target asking for a ‘different’ one. Set this up with ALI first then after a few times of getting the ‘different’ car, switch to the ‘waiting’ paradigm  (in a most to least prompting hierarchy then least to most)
• Bring out the COOLEST  ‘different’ car you can find, model WOW, that is ‘different’ and then bring out a few regular cool cars, then another SUPER cool one and wait….

Same Core Word Teaching, Another Activity…

Making your own Chex mix or fruit salad. Separate items in different jars, baggies. Consider having more than one container of some of the items. They can be cut differently or sized differently or even be different colored bags or items (green or red grapes). Word to the wise….have only the amount you are willing to use/eat for the activity because when there is more and you limit it but the child knows there is more, you might be asking for trouble (try separating us from the last chips or cookies when I want them).

 Communication Opportunities for Learner USE: 

• go’  before mixing
• ‘go’  when you begin to eat
•  ‘go’  get the ________ for ingredients or utensils
• putting ingredients ‘ on’  top of each other in the mix
• ‘on’  table, sink, place mat
• ‘that’ one to decide the next item to add into the mix
• ‘want more’  before adding more into the mix
• choose  ‘big’ pieces (you do not need to contrast with little, teaching core words not opposites)
• ‘want different’  ingredient next in the mix

• The ingredients are in sealed containers so the opportunity for ‘want’ becomes obvious.
• Begin to give the learner a non-preferred item to go into the mix which targets asking for a ‘different’ one. Set this up with ALI first then after a few times of getting the ‘different’ car, switch to the ‘waiting’ paradigm  (in a most to least prompting hierarchy then least to most)
• Bring out the different bowls, utensils, etc to ‘tempt’ asking or telling about the ‘different’ ones
• Bring out unrelated item to temp ‘not’
• ‘Not’  that one for undesired items to go in mix

The possibilities are endless… and fun… really fun.  When you enjoy what you are doing, playing, working on you are setting up positive emotional experiences that tie to learning which greatly benefits you as well as your students.

Filed under: Strategy of the Month

Tagged With: AAC Teaching Strategies

This post was written by Robin Parker

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Thank you for a great article on getting started with core word. I find the teaching examples wonderful and can easily see how to work this into my son’s day. I was winding if you have an example of a 36 core word board?

Very excited to see more on core word in the coming days.

Lisa, thanks so much for your comment. Stay tuned: We will add 12 more next Saturday and end the month with the full 36. BUT, our examples are just that-examples. There are lots of ‘right’ ways to do it. If it would be helpful, we can do a post with other core language board examples.

Looking forward to the coming weeks. Rory is using a PODD and wanted to make a front cover with just core words, so examples are always a plus for me, as I’m a very visual person myself. Thanks for this wonderful topic.

I would love to see more examples!!

They are coming throughout the next weeks. Stay tuned. There will be some prAACtical thinking posts with examples and on Saturdays, next will be a 24 and then a 36 core word board. Thanks so much for writing.

Thank you for putting this information together. Very helpful, well written and informative!

Great article! Can’t wait to share!

Sorry newbie here-

Are you putting all your core words on one page? I want my kiddo to learn to navigate his system, but I’m having trouble finding the core words I want while keeping his attention. The “on” is in the little words, the “go” and “play” in the actions, more and want are on his core words page. I’m a little overwhelmed. Any advice?

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Core Words in Speech Therapy

Using core words in speech therapy can be a very important component when helping our speech and language students become more efficient communicators.

The problem? Most SLPs have huge caseloads- and even larger paperwork piles.

That means we can’t be the only ones involved when it comes to modeling and teaching core words to our speech and language students. (By the way, here is the Get Started Guide for SLPs on using core vocabulary in speech therapy ).

Carryover of teaching core words at home is SO essential- but it can often be tricky to find ways to explain to parents how to best incorporate language modeling and core word use into everyday activities.

That’s where these Core Words Handouts come in!

Why Core Words?

According to Soto and Zagari, “Core vocabulary refers to high-frequency, multipurpose, commonly occurring words from a range of word classes that are a central part of an individual’s AAC system” (REFERENCE: Soto, Gloria, and Carole Zangari. “Supporting More Advanced Linguistic Communicators in the Classroom.” Practically Speaking: Language, Literacy, and Academic Development for Students with AAC Needs , Paul H. Brookes, Baltimore, MD, 2009, p. 176.)

For a wonderful grab’n go list of the most frequently used core words, check out this core word list from AAC Language Lab.

Fringe words that are specific to the individual are important as well, but for this post, I’m going to focus on teaching core words- and how parents can do this at home.

Modeling Core Words at Home

As SLPs, we know that language modeling can occur around ANY and EVERY activity. That’s the wonderful thing about it. AAC should be simple- and helpful!

Now, we typically get to work with our speech and language students in school or outpatient settings. I blogged for ASHA with suggestions for tips that teachers can use to help incorporate AAC into the classroom .

Today, I’ll share some easy activities and ideas that parents can use to help incorporate AAC- and core vocabulary words- at home.

Modeling Core Words While Getting Ready

Modeling core vocabulary words can start as soon as the day begins!

Parents can use a language modeling strategy called “self talk”. This means they can talk about WHAT they are doing as they do it. They can highlight the targeted core word by pointing to their child’s communication board or device as they talk.

Here are some examples:

• “Good morning! Let’s turn ON the light!” (point to the word ON)
• “Sound machine OFF!”
• “Squeeze the toothpaste. Toothpaste OUT!”
• “Let’s put your shirt ON!”
• “Mommy is putting your lunch IN your backpack.”

Modeling Core Words on the Way to School

Mornings can be crazy, I know. I have two young children, so I know this first-hand!

Still, thinking ahead just a little bit on some of the activities and core words that can be paired with them can make modeling core vocabulary a lot easier.

• “LOOK! I see the bus.”
• “STOP! I see the bus STOP.”
• “You’re getting ON the bus!”
• “GO car, GO!”
• “OPEN the door!”
• “CLOSE the door!”
• “BYE-BYE house!” (or “good-bye”)

Modeling Core Words At Dinner or Snack

After school, there are several carryover opportunities that parents can use to model core words!

Here are a few examples of core vocabulary words that can be used during mealtime:

• “Yummy! LOOK! Spaghetti!”
• “I want THAT.”
• “Mmmm. WANT that?”
• “I LIKE this.”
• “The roll is ON the plate.”

AAC Modeling During Playtime

Playtime is learning time! I’m a huge believer in play. Whenever parents ask me what flashcards they can buy to help encourage language development, I tell them- none! The best things we can do as parents include encouraging playtime, limiting screen time, reading books, and throwing in some language modeling throughout the door!

Parents can model core words during play. Here are some ideas:

• “STOP! Crash! Boom!”
• “UP! Let’s throw the ball UP, UP, UP!”
• “VROOM! This car is FAST!”
• “Mmm, baby doll is thirsty. She NEEDs a baba.”
• “I LIKE that!”
• “Let’s PLAY!”

Modeling Words at Bedtime

At the end of the day, the language modeling doesn’t need to wind down!

Parents can model these vocabulary words during the bedtime routine as well.

• “Let’s TURN the page in our story.”
• “Put ON jammies.”
• “We need MORE toothpaste.”
• Let’s get UNDER the covers!”
• “CLOSE your eyes!”

Encouraging AAC Carryover

SLPs know the importance of carryover at home.

We simply don’t get enough time during our busy days to model language as often as our speech therapy students need to hear it.

That’s why it’s so critical that this becomes a team approach. Parents, teachers, and SLPs need to work together to make sure that language modeling is happening all day long.

It goes without saying- the more times a child hears different vocabulary words, through a variety of experiences, the better!

Parent Handouts for Carryover

As we’ve discussed in this blog post, parents are an absolutely critical component of their child’s success. We need to work as a team.

That’s why I decided to create parent handouts that explain simple, effective ways that core words could be modeled throughout the day.

These handouts explain to parents how to work on their student’s communication skills while at home.

It allows SLPs to:

• cut down on prep time
• make AAC “less scary”
• provide easy ideas for parents to use at home
• access to a variety of language modeling that can be used all year

You can mark the level the child is communicating at (i.e. single word level, simple phrases, or simple sentences). This packet is perfect for the preverbal or minimally verbal children on your speech therapy caseload.

It can be used for children who communicate using a variety of communication methods (examples include: signing, pictures, communication boards, communication devices).

The core words targeted on these handouts include:

• want, all done, more, stop, go
• help, mine, in, out, turn
• up, down, on, off, play
• like, make, get, put, it
• open, close, look, little, big

There are handouts provided for all four seasons, including:

In addition, two daily language modeling handouts are provided.

Make language modeling for parents of your emergent communicators and AAC users much easier with these parent carryover handouts!

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Toys and Activities to Target Core Vocabulary

April 24, 2017

Core vocabulary is an evidenced-based set of words particularly useful for augmentative and alternative communication (AAC) users. I’ve personally seen huge growth in expressive language skills of AAC users after only a few therapy sessions of instruction with core words. Core words are what make up 80% of our everyday utterances.  The power of core words lies within how versatile just one word can be in a variety of contexts. However, finding new and different ways to teach the use of core vocabulary is sometimes daunting. Here are some of the ways I’ve found success in teaching and encouraging carryover of five of my favorite core words. I’ll help you go beyond using “ want “.

*This post contains affiliate links.

(In this post I’m going to first list the core word then show you the toys I use to target it. I will also list some phrases in which to use the word to expand utterances.)

In my opinion, “put” is one of the most valuable, under-utilized core words – especially for the younger population!  I work with preschoolers and at that age they love being “busy”. Moving toys from one place to another, dumping containers, etc.

Pop up Pirate: “put” the swords into the barrel. Student must say what he’s going to do with the sword before being able to. (Also great for requesting what color sword he wants, if able.)

     Phrase options : “put in”, “put it in”,”put more in”, “put in (color)”, “I put”, “you put”

piggy bank: Fisher Price makes this toy and my kids LOVE it!  It makes adorable noises every time you “put” a coin in the pig’s slot.  It’s also very easy to occlude both the slot and the door from opening with one hand, in order to sabotage the situation and “force” a student to use his/her words!  “Put” the money into the pig.

     Phrase options : “put in”, “put it in”,”put more in”, “put in(color)”

weather bear/interactive books: I have these adorable books from Panda Speech on TpT. (I also have the Santa one!)

You can also use a “ weather bear ” or “ weather frog ” bulletin board set or even a doll.

     Phrase options : “put on”, “put it on”, “put on that”, “put on (body part)”

crafts: “put” glue on the paper, “put” the shape onto the picture, “put” the glitter on, “put” the craft on the wall when it’s finished. Every step of a craft you’re putting something somewhere. Take advantage and get lots of trials!

play food:  Melissa and Doug toys has a ton of variations of toys that have “embellishments”. Icing on a doughnut, candles onto a cake, etc. While playing “put” the pieces on each toy.  I also have this great set of cupcakes whose icing comes off.  I got it at CVS for $5! (The icing is a pain the the butt to get off, so kids ALWAYS need to request help.)

Phrase options : “put in/on”, “put it in/on”,”put more in/on”, “put in/on (color)”, “put on that”, “put on (body part)”, “I put”, “you put”

spinning top:   This spinning top is perhaps my absolute favorite therapy toy. All ages love it and few ages can actually work it independently 😉 Children must request that it “go” and describe that it “STOPped”.

     Phrase options : “top go”, “go more”, “it go”, “it stop”

wind-up toys: The same appeal of the spinning top is true for wind-up toys.

cars: Use any type of vehicle on any type of surface: road rugs, ramps, the floor, etc.

     Phrase options : “car go”, “go more”, “it go”, “it stop”, “car stop”

taking turns: Every game that involves turn-taking is an opportunity to model or require the word “go”.

     Phrase options : “I go”, “you go”, “me go”, “he/she go” (you get the idea…)

transitioning: Even if your student wasn’t enthralled with your activity that day, there’s an opportunity to use the word “go” when it’s time to leave speech.  Or when it’s time to “go” to speech!  (Or go to music, PT, art, etc…)

     Phrase options : “I go Speech”, “we go”, “go to PT”

CD player/youtube videos: Does your student have a favorite song or show?  Play it on your iPad randomly, but keep it out of sight and wait for his/her eyes to light up. Model “hear” and then show the video!  Stop it and wait for the student to request to “hear” music again!

     Phrase options : “I hear it”, “hear music”, “I want hear”, “I want hear it”

outside stimuli: I realized this when the classroom that adjoins mine had a music presentation that involved a bass.  When that instrument bellows next door, even the grumpiest students perk up! You can also talk about hearing familiar people in the hall – maybe his/her teacher or friend happens to be walking by.  Take advantage of the teachable moment that would have otherwise been a disturbance!

spinning top: The beauty of a  spinning top  is that most students can’t get it to work on their own.  They need your assistance! In order to get the top to spin, you put the handle in it, then “turn” it!  The student must tell you to do so.  I usually give my top three turns, so that’s three trials of the word!

     Phrase options : “you turn”, “turn it”, “turn please”, “help turn”

wind-up toys: The same is true for wind-up toys. Some children need your assistance to turn the handle in order to make it go. Saying they “want” the toy is great.  Give it to them. Then, when they can’t work it and hand it back to you, they must request that you “turn” the handle for them.

books:  Another great use for interactive books (or any motivating book) is that the student must tell you to “turn” the page.  The dialogue often goes like this in my sessions:

SLP: “Ok, that page is finished.  Now what do we do?”

Child: “Turn”

     Phrase options : “you turn”, “turn it”, “turn page”, “turn book”

taking turns:  Any game where you take turns, including the ones listed above, can also be used to elicit “turn”, as in “my turn”.

     Phrase options : “your turn”, “my turn”

latches:  I use this Melissa and Doug barn , however, you could use anything similar that has latches that turn. This, again, is a rather difficult door to open for little hands, therefore requiring adult assistance.

*Another tip for focusing on a core word is to use a sticky flag, like the one pictures above.  It’s a visual cue for where to point, rather than your own finger. You can also use fun Washi tape  , bright duct tape , or even painter’s tape to surround and highlight the word(s) you’re targeting. You can find the core vocabulary board pictured above here  or click the photo below.

Pop Up Pirate/Pop the Pig:  The appeal of these games is the popping. Instead of just waiting for the big finish, talk about it and build some anticipation as you play! After each turn ask, “Did he pop?” This is a great way to teaching responding to concrete yes/no questions, other than, “Do you want…?”

Phrase options : “no go”

Cariboo:  Each time a door is opened or a ball is placed in the blue hole is a fantastic time to ask, “Is there a ball in there?” or, “Did the treasure chest open?”

Phrase options : “no ball”, “yes ball”, “no open”, “yes open”.

I hope these tricks will give you some fresh therapy ideas to use with your AAC users or even those who are verbal. Thanks for reading!

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Reader Interactions

July 14, 2017 at 3:02 pm

Great ideas! I use most of these items and the kids stay focused on them. I’m glad you took time to share them, thank you!

July 14, 2017 at 3:57 pm

I tried to find toys that most SLPs already own and just give ideas on how to use with core vocabulary 🙂 Thanks for reading!

February 17, 2023 at 10:32 am

Love all of your ideas! Thanks for sharing!! Is there a link to the book with a photo of the “cat sleeping”? Thanks so much… Cheryl

April 9, 2023 at 12:07 pm

Hi! I’m so glad you like the ideas. I believe the book you’re looking for is here: https://www.teacherspayteachers.com/Product/Animal-Actions-1-2-Interactive-Books-to-Increase-MLU-Bundle-2418390

September 16, 2017 at 11:58 am

Great ideas! Thanks for sharing! Just what I needed for my AAC and autistic students!

November 8, 2017 at 8:19 pm

I’m glad you like them!

September 16, 2017 at 12:00 pm

By the way.. I inherited the pig toy as I’m in a new classroom, but don’t know how to work it. Does it take batteries? If so what size.

September 23, 2017 at 10:07 pm

No batteries needed! You feed it the hamburgers and push its head based on the number on the bottom of the burger. After her pops,make it skinny again by pushing his head again!

November 8, 2017 at 12:36 pm

This had some new ideas. Really appreciate for taking the time to share it! I’m from Sri Lanka and I would like to know whether I can purchase the wind-up toys from amazon?

Here is a set of 24 wind up toys on Amazon (affiliate link): http://amzn.to/2m7IYnW

February 25, 2018 at 5:47 pm

This is a great post! As someone who works with many AAC users who learn best through play and interactive books, it is refreshing to see a post that provides such a great list of activities and potential target words. This would also be a great resource for CFYs or SLPs who are currently in grad school.

February 27, 2018 at 12:01 pm

That is so sweet of you to say – thank you so much! I’m so glad you like it and found it a worthwhile read.

September 7, 2018 at 6:09 am

This was SUCH a great post. I’m so happy I stumbled upon it! This is my first year working with students who need AAC, and this really helped me think of ways to keep therapy interesting but incorporate some core vocab!

October 5, 2018 at 5:39 pm

Wonderful ideas for some toys that I already own! Now… how do you get your teaching staff on board?

October 9, 2018 at 8:48 pm

That can certainly be trying. I’ve found that inviting the teacher in to a therapy session to “see how well the child is doing!” (but really to also model your own modeling!) is helpful.

October 6, 2018 at 9:21 am

Wow these are great ideas and ways engage in authentic communication while having fun. Thank you so much for taking the time to share. I’m a visual person and would love to see some videos if possible. Do you have any or can recommend any?

October 9, 2018 at 8:47 pm

I’m sorry, I don’t have any videos (can’t take videos and post videos of students). Are you looking for videos of SLPs implementing core vocabulary specifically? I could do a mock session with my own daughter, but she’s typical and highly verbal so I’m not sure it would be too helpful haha

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AAC Core Word of the Week: GO Speech Therapy Activities

We provide a variety of fun and engaging activities utilizing a "Core Word of the Week" approach with the word GO.

What are core words?

Core words, also known as core vocabulary , are the words that make up most of what we use to communicate. These approximately 200 words are about 60-80% of the words we use every day. Core words can be used in many different contexts, which is why they’re important to understand! They can include verbs, pronouns, prepositions, and more. The rest of the language we use is made up of fringe words .

How to Teach Core Words

Individuals who use augmentative and alternative communication (AAC) often benefit from intervention that specifically targets the use of core words.

The “Core word of the week” approach is a common way to target core words in speech therapy sessions, in the classroom, and other instructional environments Using this approach, one core word is targeted multiple times over the course of the week to increase exposure to it and highlight how it can be used in different contexts.

Core Word of the Week: GO

For our first week, we chose the word GO. There are MANY ways to teach and use the word GO in context . Below, we’ve included several different activities that can be used to target this core word. You may choose to use all of these activities in speech therapy sessions or just a couple. These activities can also be shared with other educators and caregivers so they can participate in them outside of speech therapy sessions.

Activity #1: Introduction to Core Word GO

• Produce and show a symbol of the word GO. If the individual you are working with is using an AAC system, use the symbol that they have on their AAC system.
• Produce and model the gesture/sign for GO.
• Show GO in a field of 2-4 other buttons/symbols and have the individual select it. You may use a visual aid and have them label it, then move on to discrimination. If they are able, you may use a larger field size (e.g. 15-20 other buttons/symbols).
• Provide a printout of a communication page with GO appearing several times. Have the individual search for it and circle or put a sticker over all of the GO buttons.

Activity #2: Core Word GO in Short phrases

• Demonstrate how GO can be used in many short phrases.
• Provide symbols as visual aids as you model the short phrases. You may hold them up and show pictures for guidance.
• Encourage individuals to use their AAC systems or gestures to select GO as they participate in these activities.
• If able, actively go to different locations and model the word/phrase within appropriate context(s).
• GO (to) playground, GO home, GO (to) gym, GO play, GO (to) sleep

More complex examples (may not be most appropriate for all):

• GO away, GO around

Activity #3: Core Word GO in Songs

• There are many songs/videos that use GO in different contexts. Play these songs and videos and emphasize when you hear GO. You may also sing the songs yourself.
• Hold up visuals and encourage individuals to select GO or gesture for GO when they hear them in the songs.
• Bonus: choose other preferred songs and pause them randomly, then encourage individuals to communicate GO to continue playing the song.
• Speech and Language Songs- Let's Go | Core Vocabulary
• Cocomelon- Go Before you Go
• Cocomelon- Wheels on the Bus
• Super Simple Songs- Rain Rain Go Away

Activity #4: Core Word GO in Books

• There are many books that use the same sentence structure and words throughout, which is a great way to target core words.
• Read the books and emphasize when you hear GO. Encourage individuals to select or gesture GO when they hear it as well.
• You can add visuals to books to highlight GO throughout. We had a great conversation with Rebecca Eisenberg about it - check it out!
• Bonus: choose preferred books and have the individual communicate GO to turn the page.
• Go! Go! Go! Stop!
• Let’s Go - Mickey & Friends
• Go Away Big Green Monster
• Go, Train, Go!

Activity #5: Core Word GO in Toys

• Cause and effect toys and activities are great ways to teach the word GO.
• Model the use of GO before blowing bubbles, sending a car down a ramp, pressing a button to open a popup, and more.
• You can also use GO as part of a turn-taking game. Say GO before each person’s turn.
• GO can be used for group activities like musical chairs and freeze dance as well. Say GO before playing music.
• Bubble machine
• Pop the Pig
• Musical chairs
• Freeze dance

Activity #6: Core Word GO Carryover activities

Model the use of GO as you leave your home, go to different areas in your home, go to sleep, go to eat, and more. For AAC users, modeling GO via aided language stimulation is a great way to demonstrate the wide use of this word!

• Go to school
• Go for a walk
• Go to the bus stop
• Go to bathroom
• Go upstairs
• There you go.

Want to download this? Access it (for FREE) below or on our Teachers Pay Teachers page !

Check out our other core word of the week activities for more..

Looking for more AAC Resources?

• Comprehensive resource of measurable AAC goals
• AAC Group Ideas
• How to Make a Communication Board

This post contains some affiliate links and we may be (slightly) compensated if you use them, but all opinions are our own. We appreciate the support!

You might also like

AAC Core Word of the Week Resource: Lesson Slides AND Companion Packet

How to Write AAC Goals [with goal bank]

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Learning core words- one letter at a time

Have you ever had a student with almost no words but you knew that they had a lot to say? These are the students that fascinate me the most. I desperately want to know how to help them communicate something. But where do I start? There are thousands of words that I could try to teach them; words that their typically developing peers are using. What are the first words that these children need to learn? Core words.

Core words make communication possible.  ( Click to tweet )

According to AAC Language lab , over 90% of words that we use in spoken language are core vocabulary words. These are the words that you hear over and over: big, go, want, see, I. These words can be used in an environment and on any topic. These words vary somewhat depending on the age of the speaker as well as their developmental level. Praactical AAC has compiled a nice list of research and lists about core words  here .

Looking at these lists, however, and I still wonder which words to teach and when. I know that for my students, I need to:

• Focus on one word for at least a week with hundreds of repetitions in the speech room, classroom, and at home.
• Integrate the core word into common core expectations by having a literacy component.
• Create a routine for teaching the core words.

So, how do I combine these three needs?

Teach core words according to the letter of the week !

I have blogged multiple times about how I use the letter of the week and how it has transformed my services in my self-contained classroom. Check out all of the posts here . If you are intrigued about using the letter of the week, but aren’t sure how to start, check out the 4 videos below:

Now the letter of the week is transforming my core vocabulary instruction.

Last year, I created a 26 part curriculum to teach 26 core words. Each word and activities correspond with a letter of the week. After going through the entire alphabet once, we went back and started over! It was incredible to see the progress that the students made when we focused so much on each word and then brought back words from previous weeks.

What was even better than having a pre-made set of activities for each word, was the buy-in from the teachers! They posted the posters around the room and sent home the letters to parents. They went out of their way to use the core word of the week every day! Since I cannot be in those classrooms all day, it was fantastic to see the teachers carrying over the speech goals into the room.

Introducing:

This program provides you with an easy to implement sets of activities, worksheets, and ideas focusing on CORE vocabulary for every letter of the alphabet . Core vocabulary is used for 94% of all the words spoken, and therefore most important vocabulary for all early language learners. Core vocabulary provides flexibility to request, comment, ask for help, and engage socially. It is the foundation for later language.

With “Core Word and Letter of the Week”, you will use a systematic way to teach the alphabet and increase phonics skills. My teachers and I have chosen to teach the letters in alphabetic order, however, they could be taught in any order that works with your other curriculum. Because there are more weeks in the school year than letters of the alphabet, go back and start over after finishing the first round!

Get more information about “ Core Word and Letter of the Week ” by clicking here !

Comment below and tell me if you use a systematic program to teach vocabulary with any of your early language learners?

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Hi! I love love your ideas of using letters to learn the alphabet, practice and teach core words by engaging kids to have fun & introduce literacy. And your affect is so enthusiastic that I want to be your student too:). The question I have about the kid who uses AAC ( LAMP). Completely nonverbal but real smart boy. His knowledge of icons is impressive but he needs to learn how to use them. Would you be using communication board or AAC itself to model or do activity? Thank you!

After you teach “all” during A week…how do you add that newly learned word to B week, if the lower core vocabulary stays the same?

If it is not on the main communication board, I just keep reinforcing it verbally. Many of the words, however, are on the main board so it is easy to keep referring to when modeling language.

Do you, by any chance sell the book of the week (like Benny’s Baseball)?

Yep! You can find them here: https://www.teacherspayteachers.com/Product/A-Z-Alphabet-Books-for-Me-1595799

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Busy Bee Speech

Buzzing about Speech & Language

20 Easy to Grab Toys to Target Core Words in Speech Therapy

February 23, 2023

Let’s chat core words, ya’ll!  *This post contains Amazon affiliate links.

When working with preverbal students who are just learning to communicate, it’s not always easy to know where to begin.  If you wade through the research, you’ll probably learn that the core vocabulary approach is one of the most effective ways to help early communicators get their messages across!

Check out the end of this post for some helpful research articles to dig deeper into using core vocabulary.

During therapy, one of my favorite ways to implement and practice core words is through play ! Check out this list of 20 familiar toys to target core vocabulary words . These ideas are perfect for you if you push into your preschool classrooms during center time.

1. Sensory bins

My favorite fun activity to target core words is through a sensory bin !  You can address SO many different core words by using the bins in different ways.  Check out this blog post to learn more.

If you want tons of done-for-you activities to use with the bins, check out my Core Word Sensory Bin Sets!

2. Mr. Potato Head

This classic toy is perfect for targeting core words like: “put,” “in,” “out,” “off,” “more,” and “mine.”

3. Play food

Kitchen and play food sets are preschool staples. Look for ways to focus on the words: “eat,” “more,” “like,” “all gone,” “finished,” “good,” and “want.”

4. Pop-up toys

Those pop-up toys that always make me jump can actually be really fun for your littles.  I’m talking about toys like Pop Up Pirate , Pop the Pig, and Jack in the Box.  I love these for targeting “open,” “close,” “in,” “out,” “push,” and “pull.”

5. Dolls and action figures

Dolls or figurines are great for pretend play.  Core words that are easy to target with these include “play,” “go,” “help,” “do,” “you,” and “me.”  The possibilities really are endless with these.

6. Cars and trucks

If you are focusing on the words “stop” and “go,” you definitely want to use cars and trucks.  They’re also great for the words “again,” “up,” “down,” “here,” and “there.”

I love using balls to work on “my turn,” and “your turn” as well as “away,” “play,” “here,” and “there.”

This year a couple of my students are obsessed with puzzles. They’re great for targeting the words “help,” “put,” “in,” “more,” and “finished.”

9. Shape-sorters

Shape-sorters , piggy bank toys , or any type of toy that you place objects inside of it are good for the words “put” and “in.”  You can also use them with the words “not” (not there or not that one), “more,” “that,” “all,” and “out.” 

10. Blocks

All kids love building big towers with blocks.  I love using them to target the words “big,” “little,” “up,” “down,” “make,” and “more.”

11. Musical toys or instruments

If you and your students don’t mind a little noise, musical toys are so great for practicing the words “play,” “stop,” “more,” “on,” and “loud.” 

12. Playdough

Are you team love playdough or team hate playdough?  I feel like most SLPs are either one or the other.  I personally love it for focusing on the words “push,” “pull,” “make,” “roll,” “help,” and “feel.”

13. Farm and zoo animal toys

Several of my students are obsessed with animals.  They can list and label all the animals, which is great but not super functional.  I use these motivating toys to practice core words like: “eat,” “drink,” “stop,” “go,” “walk,” “big,” and “little.”  

You can also practice imitating different animal noises if your student has some verbal abilities.

14. Magnatiles

Magnatiles are a fun building toy that’s a little different from regular blocks.  They are magnetic, so the sides can stick together to make 3D objects.  My students love them.  And I love them to target the words, “make,” “together,” “big,” “down,” “finished,” and “help.”

15. Trains

You can get those cute little magnetic trains on a track that all preschoolers love to build.  I use these to practice the words “make,” “stop,” “go,” “fast,” “slow,” and “together.”  You can also do fun noises like “choo choo” or whistles.

16. Critter Clinic

Critter clinic , garage toys , or toys with doors and keys are really motivating for my kids.  They love finding out what’s inside the doors but often have a hard time getting the doors open without help .

I love this toy to knock on the door and practice “who’s there” or just “who.”  We also work on “help,” “turn,” “open,” “close,” “in,” “out,” and “look.”

17. Riding toys

Some kids just need to always be moving.  Small riding toys like tricycles or scooter or even giant yoga balls are fun for this.  Kids can practice using the words “again,” “help,” “go,” “more,” “turn,” “stop,” “on,” and “off.”  They seriously lend themselves to tons of words.

18. Wind up toys

Most young kids love wind-up toys but have a hard time working them on their own.  This is great for the words “help,” “more,” “go,” “stop,”  and “it.” 

19. Latch toys

Similarly to the Critter Clinic, latch toys like the one below can be fun for kids but tricky for them to open by themselves .  It’s a good one to practice “open,” “help,” “move,” “turn,” “it,” and “look.”  You can also use common kid phrases like “uh oh” or “it’s stuck.”  

20. Art supplies

Sometimes you just want to practice some basic words over and over again.  Crafts are nice for doing that.  You can glue cotton balls “on” a million times.  You can also cut things “off,” color “more,” or “need” more stickers.  We take the tops “off” markers and “put” them back “on.”  The possibilities are endless.

Do you want to know a secret?  You can really make nearly any toy work for almost any core word with a little creativity.  However, there are some toys that lend themselves better to certain words than to others.  That’s where this list comes in. 🙂

To dig a little deeper into the topic of using core words in your therapy sessions, here are a few helpful ASHAwire research articles on the subject:

• Enhancing Vocabulary Selection for Preschoolers Who Require Augmentative and Alternative Communication (AAC) (Fallon, et al. 2001)
• A Few Good Words Using Core Vocabulary to Support Nonverbal Students (Cannon and Edmond 2009)
• Vocabulary Selection in AAC: Application of Core Vocabulary in Atypical Populations (Van Tilborg and Deckers 2016)

If you’re wondering which words to target with your specific student , check out this post by Praactical AAC for two great checklists on how to identify words that can be personalized for them.

Hope that helps!  Check out both of the Core Word Sensory Bin Sets for even more help getting started with core words in your speech therapy sessions.

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💬 school-based SLP 🦐Cajun girl ✝️ Jesus 💡Helping busy SLPs tackle fluency, paperwork, PreK & more through practical ideas & resources 👇Click for more

Using Core Words In Speech and Language Therapy

Most of these are core words, they are the starting blocks of developing 2 word phrases and eventually longer sentences. Core words are frequently used words that can be stated in multiple situations (i.e. more, go, stop, in, out, etc.). This is compared to words like “milk” or “book” which are what we call “fringe words”. These words reference 1 item and do not change across different situations. Milk is always milk! But “more” can be used when a child wants “more” milk, or if they want “more” games or possibly when they want to hear “more” of the book.

What we recommend

Core words can be used in today’s toy, a crawl-through tunnel. A simple tunnel goes for as little as $12 on Amazon. Here is a reasonable one you can find on Amazon. If you aren’t sure what a tunnel is, it is a long tube that children can crawl through. To store it, it can be pushed down to look like a circle and then held down by velcro, think like a giant sized spring. Fancier models can include a door and a playhouse, but when working with core words, all you need is a tunnel that has an entrance and an exit.

We love using tunnels in children’s speech and language therapy sessions. These are also a great way to engage children with autism in speech therapy because you can target language while still moving. Tunnels can be used to teach “stop” and “go”. Before the kids enter, they have to “stop” and they cannot go in until you say “go”. Next time your child comes around,  you can ask them “more” or prompt them with their new word “go”? This tunnel is a simple item that young children never seem to get enough of.

But just in case they get tired of going through the tunnel the same way, you can turn it into a game that teaches basic concepts like “in” and “out”. If you lay the tunnel flat on the ground and velcro it flat, it looks like a giant circle. You can teach your kids where is “in” (they can step inside the circle) and where is “out” (they can step out). You can make it a game and see what you can put “in” the circle, maybe the dinosaur wants to “go in” or you can ask, “does dolly want to go in or out?”

How we can help

This toy provides a natural environment to reinforce your child’s understanding of core words. It uses play and provides multiple opportunities for your child to use their words. Beyond Speech Specialists and our team of support staff use play and a natural learning environment to help your child learn words like this and more (imagine using this tunnel to teach “up”, “down”, “shake”)! They work with core words and emphasize language building all while your child is having fun running through a tunnel. If you would like to know more about Beyond Speech and where to find the best pediatric therapy near you, please check out this link !

• [email protected]
• 903-793-6135

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What are Core Words in Speech Therapy?

Article by: Lori Beth Stewart, M.A., CCC-SLP

Hello! Today we will be talking about core words. Basically, core words are the most useful, easily generalized words we have access to. It is beneficial to start with core words when teaching kiddos with complex communication needs because core words can be used across a variety of daily activities. In this blog post, we will define core words, discuss core vs. fringe words, explain why core words are important, and discuss how to teach them.

What Are Core Words?

Core words are the set of words that make up the majority of the words we use to communicate. Although experts disagree on the exact amount of words that are in this set, it is agreed that we can communicate most of what we want to say with the same 50-400 words (Marden, 2015). Core words are general words that are useful across all situations; specific nouns like “banana” and “elephant” are not included in this list. If I wanted to build a sentence with only core words it may sound a bit choppy but you would be able to understand the meaning. We can even use core words to describe the specific nouns if we need to. For example, if I wanted to communicate “I see the elephant running in the zoo” using only core words it might look like this “I see big gray animal going fast in there.” For your convenience, a list of 100 high frequency core words compiled by the AAC Language Lab is available here,   100 High Frequency Words . This list is not all-inclusive by any means, but it is a good starting set. You will notice that it is split into different parts of speech and while there is a category for pronouns, there are no nouns in this list whatsoever.

Core Words vs. Fringe Words

To better understand what core words are, we will also define and give examples of what fringe words are. Fringe words are typically nouns that are also context-dependent and specific. If you want to teach a child one new word when going out for ice cream you could choose a fringe word like “ice cream” or you could choose something more general like “eat” or “cold.” If the child is typically developing then this choice may not impact their language skills greatly because they can learn one of these three words one day and learn the other two over the next two days or so. However, if this particular child has a language disorder then it may take significantly longer for this child to start spontaneously using one of these new words. Teaching the word “eat” to a child with a language disorder will be more functional than teaching “ice cream” because it can be taught and used every time they eat. Also, this word may be more motivating than “ice cream” if the child’s favorite snack is something else, like goldfish.

Why are Core Words Important?

In the last example we touched on why core words can be important for building the language skills of individuals with language disorders and/or other complex communication needs. I am not claiming that fringe words are never important – because they are. To be clear, I am stating that core words can be a better starting place for children who may take longer to learn words. Core words are a key strategy especially for individuals who are learning to communicate with Augmentative and Alternative Communication (AAC). AAC is any form of communication that is used instead of or in addition to verbally speaking. It can take many forms, including writing a message on a piece of paper, typing a message on a keyboard, touching picture symbols on a high-tech speech-generating device, touching picture symbols on a low-tech communication board made up of symbols, and/or gesturing to something you want.

Teaching core words to individuals using AAC is key because they are often limited by how many words they have access to at one time, especially when they are just starting to use AAC. So, if an SLP is deciding whether a child will have access to 10 core words or 10 fringe words to get started, they may choose 10 core words because those words are more powerful, will help the child communicate in a variety of situations, and it is easier to combine core words to make a sentence than it is to communicate a sentence using only 10 nouns. Additionally, focusing on core words can empower AAC users to communicate things besides requests (“I want the toy” or “I want the cracker”). Although requests are important, it is also important to give them access to words like “help” in case they are in an emergency, “like” to build a social interaction around topics they enjoy like foods they like, and/or “all done” to refuse something that they do not want to do.

 An example of a low-tech core communication board is provided here  ( Communication Board for Core Words ) . You’ll find that all of the symbols/words on that board are basic core words that can be modeled, taught, and used across a variety of situations. They are also color-coded based on their different parts of speech (yellow for pronouns, green for verbs, pink for prepositions, purple for question words, red for negation, and blue for adjectives). This isn’t just a pretty design choice – research indicates that color-coding on communication boards can make finding the target word/symbol easier for the communicator especially if the color-coding system is consistent across all of their modes of communication (Zangari, 2013).   Next, we will discuss how to teach and model these 10 core words in a variety of situations and how to use these words to build long-term language skills.

Teaching Core Words

As with teaching any word, children benefit from multiple exposures to the word in a variety of situations and environments as well as with different communication partners. So, ideally, a child will be exposed to the word “go” at least three to five times in one situation (such as making a wind-up toy go in their speech therapy session), at least three to five times in another situation (playing with toy cars at home with mom), and at least three to five times in a third situation (riding around in the toy car with dad in the driveway or backyard). All of these interactions can conceivably take place in one week which means the child has heard and hopefully felt and seen what “go” means about 9-15 times.  If you are using AAC with this child then you will just say the word verbally AND touch it on the device or low-tech communication board while the child is watching. Here is a sample interaction for teaching “go”

Speech therapist (ST) gets out a cool new wind-up toy for a little boy named Joe who is using the low-tech communication board linked here (link Basic Core) to learn core words.

ST: Oh wow! Look at that! It’s a toy. I’m gonna make it “go!” [models word on communication board]

Joe: watches ST wind up the toy

ST: Here it “goes!” [models word on communication board]

Joe: smiles and claps hands as he watches the toy move

ST: Oh no! Look, it stopped. Hmm, should I make it “go” [models word on communication board] again?

ST hovers over the word “go” on the communication board to see if Joe will touch it to request go and also watches his face to see if he is trying to say the word go.

Joe: touches the communication board but does not quite touch the correct word (“go”)

ST: Yes! We want him to “go” [models word on communication board]

ST: Lets the toy go and says “go, go, go” Look at him “go!” [models word on communication board each time it is said verbally]

The most important thing to remember with teaching communication is to reward any and all attempts to communicate. If you want to learn more about encouraging all forms of communication, you can check out this blog post about total communication: What is Total Communication? Another example of modeling core words and rewarding communication attempts is available here (video link). The last thing for today’s blog post is providing a few more activities/situations for how you can start using core words. The following are activities specific to each of the core words on the low-tech core communication board provided at the end of this post. I hope the information provided today was useful to you and I encourage you try using and teaching core words if you have a child with a language disorder. Feel free to ask your speech-language pathologist for more information about core words and core word activities

Article By: Lori Beth Stewart, M.A., SLP-CCC

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If you are not in therapy and you are wondering if your child may be falling behind with  sensory processing , fine motor skills, speech and language or developmental milestones, please try our online screening tool. You will be given a survey of age-appropriate milestones for speech, language, gross motor skills, fine motor skills and sensory processing for children ages 1-6. 

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RALL-E: Robust Codec Language Modeling with Chain-of-Thought Prompting for Text-to-Speech Synthesis

• Yang, Dongchao
• Wang, Yuancheng
• Takamichi, Shinnosuke
• Saruwatari, Hiroshi
• Liu, Shujie
• Zhao, Sheng

We present RALL-E, a robust language modeling method for text-to-speech (TTS) synthesis. While previous work based on large language models (LLMs) shows impressive performance on zero-shot TTS, such methods often suffer from poor robustness, such as unstable prosody (weird pitch and rhythm/duration) and a high word error rate (WER), due to the autoregressive prediction style of language models. The core idea behind RALL-E is chain-of-thought (CoT) prompting, which decomposes the task into simpler steps to enhance the robustness of LLM-based TTS. To accomplish this idea, RALL-E first predicts prosody features (pitch and duration) of the input text and uses them as intermediate conditions to predict speech tokens in a CoT style. Second, RALL-E utilizes the predicted duration prompt to guide the computing of self-attention weights in Transformer to enforce the model to focus on the corresponding phonemes and prosody features when predicting speech tokens. Results of comprehensive objective and subjective evaluations demonstrate that, compared to a powerful baseline method VALL-E, RALL-E significantly improves the WER of zero-shot TTS from $6.3\%$ (without reranking) and $2.1\%$ (with reranking) to $2.8\%$ and $1.0\%$, respectively. Furthermore, we demonstrate that RALL-E correctly synthesizes sentences that are hard for VALL-E and reduces the error rate from $68\%$ to $4\%$.

• Electrical Engineering and Systems Science - Audio and Speech Processing;
• Computer Science - Artificial Intelligence;
• Computer Science - Computation and Language;
• Computer Science - Machine Learning;
• Computer Science - Sound