AAC Word Power Reference Guide
AAC Word Power Reference Guide
Evidence-Based Interventions for Vocabulary Growth & Generative Language
SLP & Special Educator Clinical Desk Reference
Focus: Core Words • Fringe Integration • Generative Syntax
1. Partner-Mediated Input Interventions
Aided Language Stimulation (ALS / ALgS)
Level 1 Evidence
Communication partners highlight, point to, or select symbols on the AAC system while speaking verbal language simultaneously during authentic routines.
Vocabulary Focus: Universal core words (GO, STOP, MORE, WANT, NOT).
Clinical Protocol: Model 1 step above learner baseline (n+1 rule). Avoid demanding mandatory repetitions; target 80:20 modeling-to-prompting ratio.
Key Sources: Sennott et al. (2016); Binger & Light (2007); O’Neill et al. (2018)
System for Augmenting Language (SAL)
High Efficacy
Structured partner communication using multi-symbol speech-generating devices (SGDs) with digitized/synthesized voice output across natural daily environments.
Vocabulary Focus: Dual-tier lexicon: core operators paired with meaningful activity-specific fringe.
Clinical Protocol: Partner pairs auditory voice output directly with visual symbol selection; prompt communicative turns during child-led natural activities.
Key Sources: Romski & Sevcik (2005, 2015); Romski et al. (2010)
2. Lexical Architecture & Descriptive Teaching
| Vocabulary Tier | Characteristics & Function | Clinical Target Example | Target Ratio |
|---|
| Core Vocabulary | Universal ~200-400 words (verbs, pronouns, prepositions, descriptors) making up 80% of typical human discourse across all contexts. | LOOK, PUT, HERE, TURN, SAME, DIFFERENT, OPEN | 75% – 85% of display |
| Fringe Vocabulary | Context-specific nouns and specialized terminology (academic topics, snacks, names); key for precision, identity, and personal passions. | DINOSAUR, TACO, GLACIER, GUITAR, MR. RAMOS | 15% – 25% of display |
The Descriptive Teaching Model (DTM)
Van Tatenhove Framework
Instead of continuously programming isolated low-frequency nouns, guide learners to define, describe, and express curricular concepts with versatile core words.
Curriculum Concept
Photosynthesis (Science)
Core: PLANT MAKE FOOD FROM LIGHT
Curriculum Concept
Thermometer (Tools)
Core: TOOL TELL US HOT OR COLD
Curriculum Concept
Prey / Predator (Biology)
Core: BIG ANIMAL GET AND EAT SMALL
3. Semantic Expansion & Aided Recasting
Contingent Recasting: Partner accepts learner’s communicative production, preserves communicative intent, and immediately models a syntactically and semantically expanded utterance on the AAC device.
Learner selects: "GO" ➔ Partner models: "GO FAST" or "CAR GO"
Syntactic Jump Sequence
• Single word → Agent + Action (I GO)
• Action + Object → Modifier + Action + Object (BIG BUBBLE POP)
• Recast without demanding immediate verbal/icon echo
AAC Word Power Reference Guide • Evidence-Based Practice Page 1 of 2: Modeling & Core Lexicon Architecture
Generative Syntax & Prompting Implementation
Systematic Protocols for Multi-Symbol Combining and Autonomy
Page 2: Implementation & Fidelity
4. System of Least Prompts (SLP) for Communicative Autonomy
Promote spontaneous vocabulary generation while avoiding prompt dependency. Move down hierarchy only when unprompted response does not occur:
Step 1
Environmental Cue
Routine begins, item presented, or natural communicative need arises.
Step 2
Expectant Delay
Wait 5–10 seconds in silence with expectant facial expression.
Step 3
Indirect Cue
Open verbal/visual prompt: "What next?" or glance at AAC system.
Step 4
Direct Model
Partner models exact symbol: "You can say HELP" or "WANT SNACK."
Step 5
Assisted Choice
Point directly to 2 options or open folder (never force hand-over-hand).
5. Environmental Communication & Incidental Teaching
Sabotage & Inadequate Portions
Provide sealed containers, missing items (e.g., cereal without bowl), or small pieces to naturally elicit requests (OPEN, NEED, MORE, AGAIN).
Shared Interactive Reading
Leverage repeated line books with CROWD prompts (Completion, Recall, Open-ended, Wh-questions, Distancing). Target core verbs and story descriptors during shared book walks.
Communication Temptations
Activate high-interest wind-up toys, pause unexpectedly, and wait (GO); offer silly or mismatched items to elicit rejection (NO, DON'T WANT).
6. Evidence & Target Application Summary Matrix
| Intervention Strategy | Primary Vocabulary Target | Key Clinical Implementation | Evidence Base |
|---|
| Aided Language Input (ALI) | Universal Core Vocabulary | Pair spoken speech with AAC symbol selection; target 20+ partner models per session. | Strong (Systematic Reviews) |
| Descriptive Teaching Model | Academic & Curricular Terms | Shift from noun labeling ("find beaker") to conceptual core definitions. | Moderate (Peer-Reviewed Studies) |
| Contingent Recasting | Grammar & Semantic Combinations | Expand student’s 1-symbol output into 2-3 symbol phrases without testing or critique. | Strong (Single-Case & RCTs) |
| Least-to-Most Prompting | Pragmatic Functions (Initiate/Reject) | 5-10 second expectant delay before providing gestural or modeled prompts. | Strong (Meta-Analyses) |
| Shared Storybook Reading | Tier 2 Descriptive / Story Words | Dialogic reading prompts to teach descriptive, emotion, and temporal core words. | Strong (Multiple RCTs) |
Clinical Fidelity Guardrails: AAC Vocabulary Pitfalls to Avoid
✖ Hand-Over-Hand Forcing: Violates bodily autonomy and produces prompt dependency. Always model without physical coercion.
✖ Noun-Dominant Overload: Grids with only food/toys inhibit generative language. Maintain at least 70% core across all folders.
✖ "Testing" over Modeling: Asking "Show me..." or "Press..." creates performance anxiety. Model naturally during real communication.
AAC Word Power Reference Guide • Evidence-Based Practice Page 2 of 2: Generative Syntax & Prompting Implementation
