Students need to have access to appropriate, meaningful vocabulary in order to participate, interact and learn new skills. Bridge School staff use Light and Binger’s (1998) procedures for vocabulary selection as well as evidence-based principles to select specific words and messages. Staff use the following procedure to select vocabulary:

  • Collaborate with team members, including student and caregivers as appropriate.
  • Generate a list of potential vocabulary using multiple approaches:
    • Use environmental or ecological inventories.
    • Ask parents, caregivers, or educational team members to keep a diary of vocabulary needs.
    • Use published vocabulary checklists (e.g., MacArthur-Bates Communicative Developmental Inventories) to generate age-appropriate vocabulary.
    • Observe typically-developing peers and/or siblings in similar communicative situations and note vocabulary used.
    • Gather vocabulary from families using Home News, email correspondence and daily home-school notes.
    • Collaborate with team members to identify vocabulary related to curriculum.
  • Select priority vocabulary items for initial teaching.
  • Suggest specific wording and modes for expression to student and educational team; modify as needed.
Image of a multi paneled communication screen. from top left, first panel is blank. Second panel has red circle with a white letter x inside and the word close above the circle. Third panel has image of smiling child with the words I'm Jackie above the image. Fourth panel has a large number 7 with I'm 7 above it. Fifth panel is an image of a birthday cake with the words my birthday is June 22nd above the image. Sixth panel says I'm in first grade. Seventh panel is an image of a stick figure pushing a shopping cart with the words I love shopping above the image. Eighth panel is an image of two stick figures pointing at each other with the words What about you? above the image. Ninth panel is an image of a stick figure sitting in front of a table with a cake and a present on it and balloons surrounding the table with the words I love going to parties above the image. The tenth panel is an image of an ice cream cone with the words I love ice cream! above the image. The eleventh panel is an image of one stick figure chasing another stick figure with the words I play with my cousins above the image. The twelfth panel is an image of Dora the Explorer with the words I love Dora above the image. The thirteenth panel is an image of a church with the words I go to church above the image. The fourteenth panel is an image of several Disney princesses with the words talk about princesses above the image. The fifteenth panel is an image of a slice of pumpkin pie and a cupcake with the words talk about favorite desserts above the image. the sixteenth through the twentieth panels are blank. The twenty first panel has an image of a large arrow pointing left with an asterisk in the tip of the arrow and the word clear above the image. The twenty second panel has an image of a large arrow pointing left with the words delete last entry above the image

In selecting vocabulary, The Bridge School team is guided by the following principles:

  • Vocabulary should be individualized, reflecting the interests and unique personality of the student.
  • Vocabulary for a student should reflect same-aged typically developing peers in the student’s community.
  • Students should be able to express a range of communicative and pragmatic functions using modes that are efficient for the student and easily interpreted by partners.
  • The student should be involved in vocabulary selection whenever possible.
  • Vocabulary selected should include ways for the student to direct partners, maintain conversational control, clarify messages and repair communication breakdowns.
  • Staff should introduce new vocabulary concepts frequently, to keep pace with and constantly expand the student’s access to vocabulary and ability to express complex language.
  • Students should have a way to request additional vocabulary (e.g., I need a new word, that’s not what I really meant, I don’t have a way to say it, etc.).

Tools and Resources

References

Beukelman, D. and Mirenda, P. (2013). Augmentative and Alternative Communication: Supporting children & adults with complex communication needs. Fourth Ed. Baltimore: Paul H. Brookes Publishing Co.

Fallon, K.A., Light, J.C., & Paige, T.K. (2001). Enhancing vocabulary selection for preschoolers who require augmentative and alternative communication (AAC). American Journal of Speech-Language Pathology, 10, 81-94.

Light, J.C. and Binger, C. (1998). Building Communicative Competence with Individuals Who Use Augmentative and Alternative Communication. Baltimore: Paul H. Brookes Publishing Co.

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