4/6/2015
From PECS to Pixons:
Core Vocabulary in Low
Tech Communication
Systems
Megan Brazas, M.A. CCC-SLP
Copyright 2015 Megan Brazas
Introduction
 Speech-language
pathologist in Wheeling
District 21
 Educational
 Private
 Speech
Life Skills Program
Practice
and Language Pathways, LLC.
Getting to Know My Audience…

Poll
1
4/6/2015
Learning Objectives
1.
Identify at least three benefits of using low-tech
communication systems as a transition to high-tech
communication devices.
2.
Understand at least two ways to integrate core
vocabulary into low-tech communication systems to
facilitate typical language development.
3.
Recognize two ways to transition between a noun-based
picture exchange communication system (i.e. PECS) to a
core vocabulary based language system.
4
Copyright 2015 Megan Brazas
Today’s Agenda
1.
Introduce Core Vocabulary Exchange System (CVES)
2.
What is Core Vocabulary?
3.
Review Typical Language Development
4.
Discuss evidence-based practices
5.
Current problems with low-tech systems
6.
Determine the appropriate low-tech communication system
7.
Benefits of Low-Tech Communication Systems
8.
Implementation of Core Vocabulary and the Core Vocabulary
Exchange System (CVES)
Copyright 2015 Megan Brazas
Core Vocabulary Exchange System
(CVES)

Components:

Physical components:
 3-ring binder
 Carrying strap
 Fold-out core vocabulary folder with velcro icons which attaches to the
3-ring binder*
 Communication Strip
 Velcro Strip closure

Language Components:
 77 Core vocabulary icons with consistent locations
 Personal Core color coded pages
 Fringe Vocabulary incorporated as appropriate
Copyright 2015 Megan Brazas
Patent Pending
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Copyright 2015 Megan Brazas
Patent Pending
Copyright 2015 Megan Brazas
Patent Pending
Purple People Page
Copyright 2015 Megan Brazas
Patent Pending
Red Food and Drink Page
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4/6/2015
Orange Color/Craft
Yellow Play/Reinforcers
Copyright 2015 Megan Brazas
Patent Pending
Note: There are
core icons for
happy, silly, sad,
sick, but some
students may do
better with real
photos. Customize
icons according to
the child’s ability
level and needs.
Green Feelings – Example
Icons from Google Images
Copyright 2015 Megan Brazas
Patent Pending
Core Icons in CVES

The core icons have selected from Gail VanTatenhove’s Pixon
Project
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Core Icons in CVES

These icons give you most bang for your buck!
 Small
amount of space available in low tech systems so
need to use the most powerful and frequently used
words
 Words
are representing by Pixon icons
 Correspond
to PRC systems using Unity and Words
for Life (i.e. Vantage Lite, Accent, NovaChat with
Words for Life).
“What about Boardmaker?!”

“Could these icons be made using boardmaker or symbolstix?”

Yes, but the benefits of using pixons is
Apple
that the icons transfer to many high-tech communication
devices and teach navigation on a device


These Pixon icons can be imported into Boardmaker library
(Use Core to adapt the environment!)

Be mindful of how you use boardmaker: there is no
evidence that supports use of boardmaker over other
programs.
Import icons into boardmaker
CVES Icon List
Pronouns/People
Action
Words/Verbs
I_____
Am-is-are-be
help
stop
it
come
Like
take
Me-myself
Do-does-did
Look-see
turn
Drink
Make
wait
Eat
Open-close
want
Feel
put
watch
Get
read
work
Give
Say-tell
Go
sit
Hear-listen
stand
My-mine
You-your
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Prepositions/Places
Adjectives
how muchmuch
good
Away
All donefinished
happy
All gonegone
hot
Bad
Little
Big
more
Clean
sad
Here
There
In
Out
Up
Down
Cold
same
On
Different
sick
off
Dirty
silly
fast
slow
Nouns/Determiners
Question Words
who
all
what
Some
when
That
where
This
how
Time/Adverbs
Again
Now
Late-later
Ready
Trouble
Interrogatives
Be careful
Target Population

Reminder of our target population with CVES:

Students with complex communication needs

Students who are primarily non-verbal or have little functional
communication skills

Students who need to learn initiation and how to communicate
 This
may include:
 Autism
 Down
Spectrum Disorder
syndrome
 Development
 Cognitive

Disability
Impairment
Today we are not focusing on children with complex motoric
difficulties.
Copyright 2015 Megan Brazas
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What is Core Vocabulary?
Generative Language is based on Core Words

 80%
of what we say comes from a small set of CORE
400-500 words
 Used in most messages across all environments and
situations
 Applies to children and adults
of what we say comes from a bank of thousands
of FRINGE words
 Huge number of words, mostly nouns, infrequently
used, activity specific
 20%
Prentrom.com (Prentke Romich Company)
Core Vocabulary Resource:

http://www.vantatenhove.com/papers.shtml
This is how we need to think about our everyday language…
Copyright Megan Brazas 2015
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What is Personal Core?

Personal Core includes words that a
person uses all the time which aren’t in
the Core Word list, but are personal to
YOU. These are words in YOUR life that
you are using all the time.

Think: foods, activities, places, favorite
things, people
Copyright 2015 Megan Brazas
My Personal Core:
Copyright 2015 Megan Brazas
Sujey’s Personal Core:
Age: 9
Background:
• Primarily non-verbal
• Severe apraxia
• Autism
• Prompt Dependent
• Bilingual-Spanish and
English
• Working on increasing
functional
communication and
decreasing negative
behaviors
• Needs access to
personal core words in
order to communicate
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Sujey’s Personal Core:
Copyright 2015 Megan Brazas
TAKEAWAY POINTS: We need to teach core

Knowing that 80% of what children and
adults say come from a relatively small set
of core words, we need to move our
practice towards teaching core to our
students with complex communication
needs

Personalize communication systems with
Personal Core
***The Core Vocabulary Exchange System contains 77
core vocabulary icons and includes individualized
personal core icons – Color Coded
Personal Core:
Food/Drink
People
Feelings
Toys/Reinforcers
Crafts/Colors
Bathroom, Break,
etc.
Copyright 2015 Megan Brazas
Purple People Page
Incorporate
personal core as
appropriate.
Copyright 2015 Megan Brazas
Yellow Play/Reinforcers Page
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“What about vocabulary development?!”

Disclaimer: We need to be teaching core
vocabulary, but this does NOT mean we are to
stop focusing on literacy and a vocabulary rich
environment.
 Children
need literacy and exposure to a language rich
environment
 Children
need exposure to print
Typical Language Development

First 20 words that a child says are primarily nouns

Nouns are used between 15-18 months of age

At 24 months, child has 150-300 words and nouns no longer
dominate.

At 2 years should have 2-word combinations, this includes
core words!

By 26 months, child uses 80% core
 This
is consistent across age, race, socioeconomic status
Gail Van Tatenhove, www.vantatenhove.com
Typical Two Word Combinations
2-Word Language Combinations
Example
Noun + verb
Daddy go
Verb + noun
Want that
Noun + noun
Mommy car
Pronoun + noun
My car
Pronoun + verb
Me go
Verb + preposition
Get up
Pronoun + preposition
Me up
Copyright 2015 Megan Brazas
Personal
core:
mommy,
daddy, car
***Core Words: Go, want,
that, my, me, go, get, up,
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TAKEAWAY POINTS

Let’s think about typical language
development and how it relates to our
children with complex communication needs.
 How
can we expect a child to begin talking in
phrases or sentences if they have not first learned
the meanings of words?
 We
need to be cognizant of the communication
system we are providing for our students—it
should align with typical language development
***The Core Vocabulary Exchange System aligns with
teaching of language with single words, two-word
phrases, and sentence development
Copyright 2015 Megan Brazas
Communicative Functions

What is “Functional Communication?”
 “Functional
communication skills are forms of
behavior that express needs, wants, feelings and
preferences that others can understand.”
American Speech Language Hearing Association
(ASHA)
 Core
Vocabulary is an important aspect of
functional communication, as it includes the
language necessary to communicate.
Communicative Functions

We use language for a variety of purposes:
 Protest
(“stop” “don’t want”)
 Indicate
cessation (‘’all done” “finished”)
 Request
preferred object/activity/person
 Ask
for help
 *Behavior
is also a function of communication
Copyright 2015 Megan Brazas
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Additional Communicative Functions

We use language for a variety of purposes:

Greet (how are you, hi, hello)
Part (say goodbye)
Request information (tell me, want)
Existence (used to gain attention-look, uh oh, see, that, there)
Recurrence (more, again)
Nonexistence (all gone, away)
Rejection (don’t want)
Comment (like, don’t like, good, bad, okay)
Express emotion or state of being (happy, mad, sad, silly)
Directive-direct someone to do an action (sit down, come here)
Naming/labeling










Gail Van Tatenhove vantatenhove.com
Typical Language Development:
What is SNUG?

Spontaneous Novel Utterance Generation

“Snug is based on access to the individual
words, collocations, and commonly used
phrases of our language. SNUG allows a person
to say anything anytime.” (Katia Hill)
Katia Hill, Achieving Success in AAC: Assessment and Intervention.
AACinstitute.org
Typical Language Development:
What is SNUG?

Statements by people who rely on AAC clearly
indicate that they do not find pre-stored sentences
useful for most of what they want to say. Logged
language samples of people who rely on AAC provide
the strongest evidence on this point. In various
contexts, including clinical settings as well as the
natural environment, logged data suggest that
individuals communicating at the highest levels use
pre-stored utterances for less than 2% of
communication. (Katia Hill)
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SNUG and Pre-stored Phrases

When are pre-stored phrases and sentences
appropriate?
 During
 i.e.
 For
crisis or duress
Zones of Regulation
presentations, school plays
 When
the phrase or sentence is used with same
frequency as other core words
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Copyright 2015 Megan Brazas
TAKEAWAY POINTS
1.
2.
We need to ensure that a
communication system contains words
which allow for a child to expressive a
variety of communicative functions
We need to ensure that a
communication system allows for a
child to say whatever they want to
say whenever they want to say it
(SNUG)
***The Core Vocabulary Exchange System allows for
both functional communication as well as SNUG
Copyright 2015 Megan Brazas
Examples of Functional Communication and
SNUG Using CVES
Function
1 word
2 word
3 word
Rejection
Don’t
Don’t want
Don’t do
Don’t
I don’t want
Don’t want that
Don’t want it
Protest
Stop
You stop
Want stop
Stop it
Stop that
Stop now
You stop it
Stop it now
I want stop
I want you stop
Cessation
All done
Finished
I all done
Me all done
Me finished
I want all done
I am all done
I am finished
Help
Help
Help me
Want help
I help
I want help
You help me
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Rejection Using CVES Based Upon
Language Level: Single Word
Rejection: Two Word Phrase
Rejection: Three Words
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Rejection: Four Words
As a child’s language
develops, can target a
variety of
communicative
functions using the
CVES.
Move from single words,
to two word phrases, to
three words, etc.
Evidence-Based Practices
A.
B.
C.
D.
ABA and Pivotal Response Training (PRT)
PECS (Picture Exchange Communication System)
Language Acquisition Through Motor Planning
(LAMP)
Aided Language Stimulation
**We should use the technique that best meets the
need of the child. This may be a combination of
approaches**
ABA and Pivotal Response Training (PRT)

Applied Behavior Analysis
 Systematic
process of observing and recording an
individual’s behavior, and using the information
collected to shape instruction
 Student
will increasingly engage in behavior that is
rewarded (reinforced) and behavior not reinforced will
occur less and less frequently.
 Behavioral
based approach
Shirley Cohen, Targeting Autism: What We Know, Don’t Know, and Can Do to Help Young
Children with Autism Spectrum Disorders
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ABA and Pivotal Response Training (PRT)

Applied Behavior Analysis
 Discrete Trial Teaching
 Direct
instruction that focuses on a specific skill at a
time, with repeated practice on this skill
teaching format
 One-to-one
 Examples
of Skills Taught: Imitation, following
simple directions, communication, interactive play,
socialization
 Adult selected*
ABA and Pivotal Response Training (PRT)

Applied Behavior Analysis

Verbal Behavior Mapping (VB-MAPP)
 Provides behavioral classification of Language
 5 components of the VBMAPP
 Milestones Assessment
 Barriers Assessment
 Skills Task Analysis and Tracking
 Placement and IEP Goals
 Skills leveled from 0 months of age to 48 months
 Naturalistic behavior approach that focuses on establishing
communication
Mark L. Sundberg www.marksundber.com
ABA and Pivotal Response Training (PRT)

Pivotal Response Training

In the newer model, there is a focus on motivation as a pivotal behavior

Pivotal behaviors = behaviors that are likely to affect many areas
of functioning

Child’s preference or choice of instructional materials (stimulus
materials)

Teaching in the context of play and functional activities

Use of natural reinforcers

Child has more choice and more control
Shirley Cohen, Targeting Autism: What We Know, Don’t Know, and Can Do to Help Young Children with Autism
Spectrum Disorders
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“What about the VB Mapp?”

“My team uses Verbal Behavior Mapping and it says to
start with concrete words and not to use words like more
or go.”

Verbal Behavior Mapping is a great tool to determine areas of
deficits. Discrete trial training is one part of a child’s
programming but cannot be the only therapeutic tool.

We do not label as our primary mode of communication in our
environment in single nouns past 18 months of age

Can use PECS and nouns until achieving skills in the 18 month age
range, but then move towards core vocabulary and typical
language development.
Copyright 2015 Megan Brazas
Language Acquisition Through Motor Planning
(LAMP)

A neurological treatment approach that uses multi-sensory
convergence (motor, auditory, visual) to promote the
development of language

Used with UNITY language software
 Each
word has its own motor pattern due to consistent
icon locations
Language Acquisition Through Motor
Planning (LAMP)

High prevalence of motor planning difficulties in autism*

Speech production requires proficient motor planning

Automaticity facilitates motor planning

LAMP approach stresses motor planning and
automaticity*

Hand becomes the articulator
John Halloran, www.aacandautism.com
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Motor Planning

Motor learning is an important key in the
learning and use of an AAC system. The more
cognitively impaired the person, the more
he/she depends on motor planning to learn
and use AAC.

Motor planning comes with consistency and
relative “permanence” where you get the
same thing with the same movement plan.
Gail Van Tatenhove vantatenhove.com
Motor Planning

The simplest to the most complex neuro-motor
activities of daily life are made possible by motor plans

Motor plans and sensory feedback are linked to
language learning

Motor plans form through repetition that is meaningful,
frequent, and intense.
Gail Van Tatenhove vantatenhove.com
TAKE AWAY POINT

We need to be mindful of motor
planning when we design low-tech
communication systems
***77 Core vocabulary icons in the Core
Vocabulary Exchange System are located in the
same location, allowing for consistent motor
planning of core vocabulary words
Copyright 2015 Megan Brazas
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Aided Language Stimulation

Communication partner/facilitator points to or uses the
icons on the student’s communication system.

Modeling language in natural contexts
Has been around for awhile and used by different names
 Goossens’, Crain, & Elder (1992)

 Romski
& Sevcik (1996)
(1998)
 Linda Burkhart and Caroline Musselwhite (2010)
 Cafiero
How do we model using aided language
stimulation?

We model the maximum language possible and
necessary without overwhelming the student

Think of this as modeling 1-2 words beyond the student’s
current language output level
 If
a child is speaking in 1 word utterances, we model
verbally and on their system using 2-3 word phrases.
 Child
says “help” you could model “help me”
 Child
says “on” you could model “turn on” or “turn it
on”

On the CVES we
can use aided
language
stimulation to
model language
and to facilitate
language
development
We are thoughtfully extending their language
Copyright 2015 Megan Brazas
PECS (Picture Exchange Communication
System)

PECS = Picture Exchange Communication System

There are 6 stages to PECS, all teaching different aspects of communication

Focuses on the initiation component of communication (how to initiate) and
persistence

Can teach functional communication

Avoids prompt dependency using backward chaining (uses specific prompt
hierarchy)

Successful with all age levels and ability levels

Follows a very specific protocol (training is required)

Evidence-based
Pecs-usa.com
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PECS (Picture Exchange Communication
System)

PECS is a great system aligning with language
development to about 18 months of age

When followed with

Requesting

Commenting
integrity and working through all
stages, it is very effective in teaching
initiation and persistence.
Pecs-usa.com
Current Problems with Low-Tech
Systems

Noun focus

Activity focus (i.e. by category: playtime, mealtime,
musical instruments, animals)—vocabulary does not transfer
across environments

Lack Core Words

Pre-stored phrases and sentences do not allow child to say
what they want to say

Do not align with typical language development

Have too many phrases and sentences which do not
teach meaning of individual words
Copyright 2015 Megan Brazas
Current Problems with Low-Tech Systems
 Do
not have consistent motor plan access
 Words
and icons are repeated in different
locations on different pages
Copyright 2015 Megan Brazas
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4/6/2015
Example: PODD

Disclaimer: I am not saying that you should not use
PODD, but I am highlighting the lack of motor planning
for core words:
• Increases motor
memory load
In these two pages, the
core words “turn” and
“not/don’t” are in different
locations.
Current Problems with Low-Tech Systems

Do not allow for teaching of multiple meaning of
words:
“Stop”
“Want”
I want to stop
Want that
Stop it
I want ________
Stop that
You want it?
You stop
Want mom
You can’t stop me
I don’t want
Stop the music
Don’t want that
She needs to stop
want help
Stop it now!
Want more
Stop him
Want go
Want stop
Want eat
Want it
Copyright 2015 Megan Brazas
Current Problems with Low-Tech Systems

Lack core vocabulary, which accounts for 80% of
what we say

Do not allow for SNUG
 Do
not allow for children to say what they want
to say whenever they want to say it
Copyright 2015 Megan Brazas
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Determining the Appropriate Low-Tech
System and Integrating Core Vocabulary

Disclaimer: Our ultimate goal for any child would be
verbal speech or efficient communication using a low or
high tech system

Ask:
 What
can the child currently do?
 What
do we want them to do?
 What
tool do we use to get them there?
 If
I have used PECS, what do I do now??
Copyright 2015 Megan Brazas
Low-Tech
Flow Chart
Megan Brazas
Copyright 2015
Core Vocabulary Implementation With PECS

Can begin introducing core vocabulary
when working on “I want”

Instead of “I want” as one phrase, may
choose to replace with “I” and “want”
icon
 There
may be an additional step in
the backward chain to learn the I
Want Sequence
Copyright 2015 Megan Brazas
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Phase IV: I want

Follow the PECS hierarchy but can backward chain using
“I” and “want”
I
want
Alex: I want music
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With PECS

Incorporate core vocabulary words to target
communicative functions:
 Help
 Stop
 All
done
all donefinished
help
stop
todo listo
hay terminado
ayudar ayuda
parar
Copyright 2015 Megan Brazas
With PECS: “All done”
all donefinished
todo listo
hay terminado
• Target indicating cessation
when determining a child is
frustrated and wants to be all
help
stop
done or finished with an activity.
Remember when targeting
functions, that you
parar
must honor the communication
function when it is mastered and
expressed by the child.
communicative
ayudar
ayuda
Copyright 2015 Megan Brazas
Implementation Options

Depending upon the needs of the child, may choose to
begin implementation on the binder itself or move to the
fold-out on the Core Vocabulary Exchange System.

Tailor therapy to the child using most appropriate method
(ABA, aided language stimulation, etc.)

If a child is in the beginning stages of picture exchange,
may choose to teach “help” or “all done” on the front of
the book.

If child has developed a request or comment, can move to
a communication strip
Copyright 2015 Megan Brazas
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4/6/2015
Large icon “all done, finished”
*Can be used if child needs larger icon to physically
grasp, to increase visual discrimination of icon
* May start with larger icon and then move to smaller
size
Small icon “all done, finished”
Copyright 2015 Megan Brazas
“Help” and “I want help” on sentence
strip
Whether on the communication book or in the
Core Vocabulary Exchange System, can use
discrete trial training to teach the last step
first. If “I” and “want” are mastered then work
on targeting “help”
Copyright 2015 Megan Brazas
Single Icon
“help”
Copyright 2015 Megan Brazas
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Benefits of Low-Tech Communication
Systems










Portable and easily carried across environments
Durable
Cheap
Don’t need to be charged and don’t run out of battery
Serve as back-ups for communication devices
Waterproof and easily used during activities involving water and
food (crafts, swimming, cooking, etc.)
Can be reproduced at minimal cost
Teach initiation and persistence skills
Teach functional communication skills until obtaining a high
tech communication device
An alternative for students who engage in stimulatory behaviors
with machines and devices
Copyright 2015 Megan Brazas
Does every child need a low-tech
communication system?

Any child with a high tech communication device should
have a low-tech system as a back-up if/when the device
breaks or needs repairs

Any child who is non-verbal or has low functional
communication skills deserves access to a low-tech system
Copyright 2015 Megan Brazas
Core Vocabulary Exchange System
(CVES)

Components:

Physical components:
 3-ring binder
 Carrying strap
 Fold-out core vocabulary folder with velcro icons which
attaches to the 3-ring binder*
 Communication Strip
 Velcro Strip closure

Language Components:
 77 Core vocabulary icons with consistent locations
 Personal Core color coded pages
 Fringe Vocabulary incorporated as appropriate
Copyright 2015 Megan Brazas
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Benefits of a Core Vocabulary Exchange
System (CVES)

Aligns to evidenced-based practices
 Can
individualize the therapy to the child
 Allows
you to use the most appropriate therapy
approach for each child, or a combination of methods:
 ABA
 Pivotal
 Aided
Response Training
Language Stimulation
Copyright 2015 Megan Brazas
Benefits Continued

Portable

Consistent motor plan for core vocabulary words and masking*

Provides access to Personal Core

Works as a bridge between a low tech system and a high tech
communication device

Continues to teach initiation and persistence

Multisensory approach

Personalized and color coded fringe vocabulary words

See it hear it say it do it

Tactile feedback with physical exchange

Children manipulate words and see them being exchanged as a
message
Copyright 2015 Megan Brazas
Benefits Continued

Aligns with Typical Language Development
 Remember,
children learn to use language 1 word at a time
 Begin
with teaching meanings of single words, then work
towards two-word combinations, three-words, etc.

Teaches functional communication skills
 Teach
a child to advocate for themselves
 I.e.
Child learns to ask for help or protest across
environments (access to communication system at all
times)
Copyright 2015 Megan Brazas
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How can CVES be implemented?

1. ABA principles including Discrete Trial Training

Targeting 1 word at a time
 i.e.
Teach many meanings of the word “go”

2. Aided language stimulation
 Use of the communication system across environments,
activities, and communication partners

3. Use in conjunction with low-tech core vocabulary picture
supports (i.e. Pixon Project) in a child’s environment

Our environment must receptively and expressively support a
child’s language development
Copyright 2015 Megan Brazas
How can CVES be used?

3. Use in conjunction with low-tech core vocabulary picture
supports (i.e. Pixon Project) in a child’s environment
Using CVES
See
it, hear it, say it, do it!
 If
we can provide a communication
system which is supported by an
environment where we speak to
children in a way they understand,
they will learn to communicate.
Copyright 2015 Megan Brazas
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4/6/2015
Option: Masking
Select core vocabulary
starter set. Example:
I
this
It
that
my-mine
all done
You-your
on
Not-don’t
off
Stop
more
Go
all gone
Give
Hear-listen
Come
Eat
Drink
Help
Look-see
Stop
Turn
Wait
want
Copyright 2015 Megan Brazas
Why do masking?


If child has difficulty with all icons present on the page or is not using
words functionally
Teach meanings of individual words across communication partners and
activities (focus on new words and their meanings)


Note: Easier to keep the icon location consistent for core words and add
words in slowly than to change later
Example Starter Set with Early Communicator:
I
 Want
Can start with important communicative
functions of protesting, indicating
 More
cessation, making a request for a
 Stop
preferred item/activity, and asking for
help
 Help
 All done-finished
Copyright 2015 Megan Brazas
Continue to add in
additional core words
as child masters use
of word across
communication
partners and
activities.
Here the following
words were added:
up, down, here,
away, in, out, again,
ready, open-close, sit
Copyright 2015 Megan Brazas
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4/6/2015
Continue
to add
words as
child
builds
language
Copyright 2015 Megan Brazas
Copyright 2015 Megan Brazas
Copyright 2015 Megan Brazas
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4/6/2015
Emmanuel

Age: 7

Grade: 2

Background:

Down syndrome

Apraxia

Bilingual- Spanish and English

PECS introduced 2013

Working on increasing initiation, persistence, functional communication

Both backward chaining and aided language stimulation has been used

Currently trialing high tech communication
Emmanuel: “Masking”
Core Starter Set:
I
My-mine
It
Am
do
Turn
Wait
Want
Not-don’t
Eat
Drink
Feel
Help
Like
Ready
Now
All
Some
This
That
More
Different
Emmanuel: “I want more drink”
cv
cv
cv
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Emmanuel: “I
want more drink”
Chris

Age: 6

Grade: Kindergarten

Background:

Autism

Bilingual-Spanish and English

Communication book introduced 2012-2013

PECS introduced 2014

Core Vocabulary Exchange System introduced Fall 2014

Using CVES to learn functional communication skills and
increase mean length of utterance

Is now generalizing words learned on CVES to his everyday
speech
 IEP
Goal of making a request for a preferred item
Chris requests “Ms. Megan I want straw”
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Chris’s Language Development


Chris has moved from basic requesting and commenting to
learning and using a variety of language.

Spontaneous Novel Language

Two-word phrases

Three-word phrases

Sentences

Questions

A variety of communicative functions
Use of CVES has generalized to his spontaneous speech
Copyright 2015 Megan Brazas
Chris asks: “More fish?”
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4/6/2015
“More fish?” Video
***Chris asks for
more fish with
rising
intonation. This
is completed
unprompted and
an example of
spontaneous
novel utterance
generation using
the CVES.
Copyright 2015 Megan Brazas
Chris
requests
“Ms.
Megan I
want more
goldfish”
Chris “Ms.
Megan I
want 5
more
goldfish”
with
correction
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Chris Asks “What’s that?”

During a structured language activity, a game is being
introduced. Simple wh-questions are being modeling and
taught to Chris.

My language to the group includes introducing the activity:

It’s time to play a game.

I have a special activity here.

(Wait for response from Chris).

You could ask me “what’s that?” if you want to know what the
game is.
Copyright 2015 Megan Brazas
Chris says
“my turn.”
Note: There
are many
other ways
to model
turn taking
using the
CVES: “Me,”
“turn” “go”
“I go” etc.
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Chris says “your
turn” with point
prompt and verbal
feedback
Chris with Rejection:
“I don’t want that”
during cooking
Chris directing during cooking.
(Ms. Megan) don’t eat that
(butter)!
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Soledad

Age: 7

Grade: 1st

Background:
 Down
Syndrome
 Decreased
 Bilingual-
intelligibility
Spanish and English
 PECS
reportedly introduced 2013
 Core
Vocabulary Exchange System introduced Fall 2014
 Working
 Aided
on functional communication skills and syntax
language stimulation has been used
Soledad requests recurrence: “I want more”
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4/6/2015
Soledad requests “I want this”
“I want this” with point prompt for
“this”
Modeling with
a point prompt
Point prompts have been effective,
so this is a tool we continue to
use. May choose to use a different
prompt hierarchy depending upon
the student:
Independent
Natural Cue
Gesture/Point Prompt
Partial Physical
Fully Physical
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Physical exchange of
communication strip. “want
see” during a cooking
activity.
Use aided language stimulation to
extend language to “I want see”
Soledad then points and
verbalizes “I want see”
“I want see-look” and then looks inside the bowl
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Nahum



Age: 8
Grade: 2
Background:
 Verbal
 Down syndrome







Phonologic Disorder and decreased functional communication skills
Negative behaviors impacting education*
Bilingual
PECS introduced 2013 and quickly moved to CVES
Worked on increasing initiation, persistence, functional
communication, increasing mean length of utterance
Both backward chaining and aided language stimulation were used
No longer uses a CVES as a primary means to communicate. Has
moved to a static system to augment his communication.
(Language is modeled for him and it generalizes to spontaneous
speech).
Nahum Video
Nahum
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“Mikey”

Age: 8

Grade: 3rd

Background:

Very social

Non-verbal

Severe apraxia

Autism

Behavior Plan

Prompt Dependent

Bilingual

PECS introduced 2012

Worked on increasing functional communication and decreasing negative behaviors

Context dependent-communication limited to talking about preferred objects, activities, and
people

Backward chaining most effective
“I want little ball”
with modeling
I want little ball.
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Johnny

Age: 8

Grade: 2nd

Background:

Autism

Bilingual- Spanish and English

PECS 2011-2012, 2012-2013 school year

CVES introduced 2012-2013 followed by AAC trial for a high tech
device

Now uses the PRC Accent 1000
Johnny: “I
want cereal
Johnny: “Crazy”
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Questions?

Please feel free to email me at
[email protected]
References and Resources

Aided Language Stimulation:

Gail VanTatenhove: vantatenhove.com

http://www.aaclanguagelab.com/other/core-vocabulary

Katia Hill and AAC Institute: http://www.aacinstitute.org/

Mark L. Sundberg, www.marksundberg.com

PECS: pecsusa.com

Pixon Project: https://store.prentrom.com/product_info.php/cPath/30/products_id/163

Prentrom.com

Shirley Cohen, Targeting Autism: What We Know, Don’t Know, and Can Do to Help Young
Children with Autism Spectrum Disorders

Susan Stokes:

The Center for AAC and Autism: aacandautism.com

www.asha.org


http://www.lburkhart.com/ATIA_ALgS_handout_1_10.pdf
http://stokesisha2012.pbworks.com/w/page/50561366/FrontPage
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