www.aacandautism.co.uk
Supported in the UK by Liberator Ltd
www.liberator.co.uk
What is LAMP?
Language Acquisition through Motor Planning (LAMP) is a therapeutic approach based on
neurological and motor learning principles. The goal is to give individuals who are nonverbal or
have limited verbal abilities a method of independently and spontaneously expressing themselves
in any setting. LAMP focuses on giving the individual independent access to vocabulary on voice
output AAC devices that use consistent motor plans for accessing vocabulary. Teaching of the
vocabulary happens across environments, with multisensory input to enhance meaning, with the
child's interests and desires determining the vocabulary to be taught.
The LAMP approach was developed by utilising motor learning principles
along with the Unity® language system for the treatment of nonverbal
individuals who use an augmentative device to communicate.
When LAMP strategies were used with nonverbal children with autism,
they were found to increase the ability of the children to communicate
spontaneously in any environment using unique combinations of words
to express themselves.
It was often noted that as communication skills improved, social engagement increased,
problematic behaviours declined, and some individuals exhibited increased verbal speech.
Frequently used Words are Emphasized
The most frequently occurring words in speech, core words, are emphasized and typically taught
first. There are more opportunities during the day to use the word “more” than the word “cookie”
and is therefore more powerful. The word would be taught across several activities so the
meaning of the word can be refined. In spoken language, words can have multiple meanings. You
can “turn it on,” “turn it off,” “turn around,” “make a U-turn,” and say, “my turn.” The manner in
which “turn” is accessed should be the same in all these utterances. The ability to access individual
words, allows the user to combine them to mean different things based on the words around
them.
Five Key Elements
LANGUAG
E
CONNECT
IONS
Readiness to learn:
Having the environment conducive for learning, minimal distractions for
the individual. The individual will be at an arousal level that they are able
to be ready to learn, calming or alerting activities may be needed.
Joint Engagement:
The individual will follow or direct the attention of another person to an
event or object in order to share interest in the event or object. Find
activities that motivate the student that you can share.
Consistent and
The individual learns individual motor patterns for each word, similar to
Unique Motor Patterns: how those who are verbal have an individual motor pattern made with
their mouth for each word spoken, allowing the non-verbal individual to
develop automaticity.
Auditory Signals:
When the individual has accessed the device and carried out a motor
pattern for a word, they will get auditory feedback of that word.
Natural Consequences: The individual should have a natural consequence to the attempt to
communicate. This should be visual, social and auditory. Meaning is
attached to words by what occurs when they are used and get an
immediate response.
LAMP Set Teaching Activities
Core Word
More
Teaching Activities
Vocabulary for Expansion
"More" “More crackers!” “I want more!” “Get more!” “Let’s do some more!” This word tops high frequency vocabulary lists for
toddlers. In a given activity, the word “more” can be used to request “more” of almost anything. After requesting to swing,
eat crackers, watch TV, drink juice, bounce on a ball, etc., your child can request to continue the activity or get more of a
desired item by simply saying “more.”
More + object or verb (more
drink, more tickle, more hug),
more please, no more
Pour a small amount of a favorite drink in a cup, encourage the child to say “more” to have more liquid poured into the cup.
Blow a small amount of air into a balloon and stop; wait for the child to say “more” before continuing to blow up the balloon.
Make an animated face and have the child say “more” to make it more animated. For example, cry quietly but when the child
says “more” make it louder. In the middle of a song or a story, stop and ask the child if they want “more” or want to “stop.”
The word “more” is also used to compare quantities. Model the word “more” during play, snack time or art activities when
comparing amounts of toys, crackers or crayons.
Stop
Set up situations in which your child can use the word “stop” to tell an adult or peer to discontinue an activity. Stand in front of
the television, block the computer monitor or attempt to steal the child’s toy. Prompt him or her to say “stop,” then
immediately discontinue the “annoying” behavior. These exercises should of course be done with extreme caution and limited
frequency; don’t overwhelm or frustrate your child.
“Stop” is a great word for children to use to request that an activity be over. So when the child appears to be ready
discontinue an activity, have them request to “stop” their current activity before moving on.
Many children love to be able to control their environment and the behavior of others. Engage your child with silly dancing,
running, jumping and movement and then prompt them to tell you to “stop.” Exaggeratedly “stop” moving by freezing your
whole body or even by falling down.
Stop” pairs easily with “go” for many movement-related activities. Try using “stop” while swinging, bouncing, jumping and
other sensory/motor activities. In classroom and group therapy activities, allow the child to direct music and movement
activities using “stop” and “go.” Other things that can both “stop” and “go” are music, videos, fans and moving toys. Driving
where the child can direct the adult to “stop” or “go” can also be very motivating.
Stop it, stop that, you stop,
Go
Engage the child in physical activity in which you provide the “power.” For example, push the child in a swing, bounce him/her
on a therapy ball, or push him/her in a wagon. Interrupt the activity and wait for child to request action.
Eat/Drink
The word “go” can empower a child to direct his peers to “go” during dancing/movement games, tell an adult to do a
somersault, tap dance or make silly faces. The child using the device can direct music to “go” during a game of musical chairs
or to initiate a relay race. For children who are motivated by moving toys, bubbles, videos and music, “go” is a great word for
them to ask for initiation.
Give the child a taste or sip of the desired item. Do not offer more until the child says “eat,” “drink,” or “more.”
Turn
Pretend to eat/drink the child’s snack. When he protests, you can model additional vocabulary such as you/I, stop, don’t, and
mine.
Establish “turns” in an activity. This is a great opportunity for your child to learn pronouns like “my,” “your,” “his” and “her.”
“Turn” is a great word to talk about any activity or object that rotates or spins. Engage your child in play with spinning toys by
making them “turn” and stop. Engage in fun dancing activities in the classroom and let the child direct students or teachers to
“turn” while dancing.
Go + place, go sleep, go away,
go up, go down, go fast, go
slow, go more,
Eat + item, eat + more, drink +
item, drink + more, I eat, you
eat, I drink, you drink
Turn + up, turn +down, turn +
on, turn + off, turn + around,
more turn, want turn, turn it,
turn me
it is a great word for kids to use to control movement activities. Pull your child on a wagon or push them on a scooter, then
change directions when they direct you to “turn.”
“Turn” is a very relevant word to use with any activity or object with an on/off switch or volume control. Model using phrases
like “turn it on,” or “turn that up” when playing with toys, listening to music or watching videos.
Have some fun gently sabotaging your child’s routine by “turning” their clothes inside out, holding a book backwards or
offering them a cup upside down. Help them problem-solve these silly situations and tell you to “turn” them. Other problemsolving activities can involve a child directing you to “turn” a key to access a locked room or “turn” a screwdriver to replace
dead batteries.
On/Off
Allow your child to control the pace while reading books or looking at photo albums by telling you to turn the page.
Many things in your child’s environment have on/off switches: computers, lights, toys, flashlights, kitchen appliances, TVs,
radios, cars, fans, water faucets.
Allow your child to direct you or make choices about art activities: color “on” the paper, put glitter “on” the page, and paint
“on” the canvas.
The word “on” can be used to describe traveling – we can ride “on” a bus, “on” a train, “on” an airplane, “on” a bike, “on” a
horse or even “on” someone’s shoulders.
Have fun being silly while learning about body parts by putting play-doh or stickers “on” your child’s nose, knee or elbow.
Continue with silly dress-up games and put “on” shoes, dresses, wigs, hats and even make-up or face paint.
Put on, get on, turn on, Take
off, get off, turn off, on +
object, object + on, object + off
Want
My
Big/Little
Want + item, not want
When playing with a favorite toy or eating a snack, model “my _____” and take the item for yourself. Prompt the child to say
“my _____” and give the item to them.
Offer items of two different sizes and let them use “big” and “little” to indicate which one they want.
My + item, my turn,
Big + item, big one, not big,
little + item, little one, not little
Pretend to be a character in a book and use a “big” voice or a “little” voice.
In movement activities, “big” and “little” can describe the degree of movement- on the trampoline, they can jump “big” or
“little” and on the swing, they can swing “big” or “little.”
Get
They can direct you to draw “big” or “little” shapes, letters, people, etc.
“Get” can be a powerful word for a child to use to request items that are out of sight or out of reach. Teach your child to use
“get it” or “get that” and he or she can direct you to retrieve preferred toys or food items.
Get + item, get me, get +
preposition, get + adjective
A child who loves to be chased and tickled may very quickly learn to use the 2-word combination “get me” to initiate rough
and tumble play.
Pair “get” with prepositions during movement play. Try creating an obstacle course in which your child must “get down” to
crawl under a barrier, “get in” and “get out” of a tunnel or ball pit, “get over” a barrel, “get on” and “get off” therapy ball and
then “get up” a set of stairs. Let your child direct you or his/her peers when it is their turn to do this activity. “Get up” is a
great phrase to use after sitting on the floor, falling down or pretending to sleep.
Fast/Slow
The word “get” can be used to mean “become.” Have fun talking about and learning emotions and basic concepts by modeling
and prompting phrases like “get happy,” “get tired,” “get silly” or “get wet.”
The words “fast” and “slow” can describe the speed of movement, music, visual stimuli and sensory stimuli. We can “go fast,”
“slow down,” “swing fast,” “sing slow,” “jump fast” and “walk slow.” Allow your child to control the speed of preferred and
daily activities using these common adjectives.
Verb + fast or slow (go fast,
read fast, dance slow, walk
slow), not fast, not slow, slow
down
Music class or music therapy is another great environment for your child to learn about “fast” and “slow.” Alternate playing
instruments or singing “fast” and “slow” and allow your child to make choices about how they would like you to sing routine
songs. Your child may also control the speed at which he/she and his/her peers dance and move during music time.
(Colors)
Allow your child to control your actions during daily activities at home. Your child may direct you to drink “fast” at dinner,
wash his/her back “slow” during bath time and even read “fast.”
Let your child make choices about favorite snacks (e.g., fruit snacks, colored goldfish, M&Ms), toys (e.g., blocks, balls, cars), art
supplies, play-doh, stickers or clothes. Color words can be used to describe the physical appearance of almost anything.
Play games like Twister, Candy Land or I Spy that emphasize using colors in fun ways.
Color + item, eat + color, want +
color
I/you
These words can be taught when combined with other words. They can be difficult to teach as the meaning is different based
on who is talking and sometimes it helps to have a third person engaged in the activity to model the words.
I eat, I drink, I play, I get, I want,
I go, You eat, You sing, You
jump
Take turns in an activity by the teacher saying “I _______” then the child saying “I _________.”
Let the child direct you or a group by saying “You ______.” If in a group, you can teach them to combine “you” with a point to
indicate specifically which person they are talking to.
That
While many children learn specific noun labels there is not always an icon available or known to the child for everything in
their environment. Help your child use the word “that” in these situations. Let him/her request an object by using the word
“that.” This is also a great opportunity to teach a point gesture so he/she can clearly indicate what he/she desires.
That one, see that, read that,
want that, get that, want that,
not that, stop that, like that
Model making choices off menus by pointing to the desired food item and saying “that.” When picking out movies, songs or
videos, point to various items and use the word “that” as a question like “want that?” or “that one?”
The word “that” can also be used to discuss an action. Let your child protest what you are doing by saying “stop that” or “not
that.” Let him or her direct you to perform actions by saying “do that” or “like that.”
Use the word “that” to help your child learn to talk about his/her likes and dislikes during sensory activities or mealtimes. Talk
about feelings, textures or tastes that you like or don’t like by saying “I like that,” or “I don’t like that.”
Look
“Look” is a great word for adults and children to use when directing attention to an object, person or event. Model this word
while pointing to novel things or events in your environment. This is a great word to use when attempting to elicit joint
attention with your child.
We often use the word “look” to comment on appearances. Model and teach this word during fun dress-up activities (e.g.,
“You look pretty,” “I look scary,” etc.).
Look here, look there, look at
me,
Make
The word “make” is commonly used in the kitchen. Involve your child when it is time to “make” meals. Your child may enjoy
getting to “make” kool-aid, “make” cookies, “make” pizza or “make” macaroni and cheese.
Make + object, make it + verb,
make me
Because the word “make” can mean “create,” craft activities are great opportunities to teach and use this word. We can
“make” pictures, “make” dots, “make” stripes, “make” circles and “make” sculptures. Many children enjoy playing with playdoh and “making” different shapes and objects. Describe the shapes you “make” with cookie cutters and let your child direct
you to “make” familiar objects. Expand on these utterances with color vocabulary (e.g., “make a yellow ball” or “make a blue
star”).
“Make” can be used to mean “cause” or “control.” Your child can direct you to control objects or activities in his/her
environment; when playing with a moving toy, he/she can ask you to “make” it stop or “make” it go.
In/Out
“In” and “out” are frequently-used prepositions that can be used in so many contexts. We can go “in” and “out” of a room,
put our foot “in” our shoe, pour juice “in” a cup, empty candy “out” of a package, crawl “in” a tunnel, go “out” to play, put a
CD “in” a CD player, and get “in” bed.
During transitions around school or in the community, talk about getting “in” and “out” of the car, walking “in” the store,
going “in” the classroom, sitting “in” the chair and going “out” of the therapy room.
In + object (in box, in chair, in
oven, in cup), object + in (movie
in, CD in, toy in, pizza in), in
here, put in, get in, go in, take
out, get out, go out,
While getting dressed, you can play a silly game while learning about body parts; put your child’s hand “in” his /her shoe
instead of his/her foot, then have him/her correct you and tell you to put his/her foot “in” or take his hand “out.” Do the
same thing with your child’s arm “in” pants, leg “in” a shirt and even head “in” underwear!
During clean-up time, “in” is a very frequently used word. Have your child direct you or peers to put toys, clothes, dishes, etc.
“in” a box, “in” the drawer, “in” the bag, “in” their backpack or “in” the closet.
The OT sensory gym is a great place to get “in/out” of tunnels, barrels, or ball pits. Many OT spaces and preschools have
sensory bins full of sand, rice or beans that you can hide toys "in" then take them “out.”
Need
Many of your child’s favorite leisure and therapeutic activities can incorporate the word “in.” Have your child request his/her
favorite CD or DVD to be put “in” or taken “out” of the player, put pieces “in” a puzzle and shapes “in” the shape sorter or
dump them “out.”
“I need to go!” “I need more!” “What do you need?” “I need that!” The word “need” can be used in any setting and is one of
the most frequently used words by preschoolers.
Need + item, need help, I need
+ item, you need + item
The word “need” is often used to request something with an increased sense of urgency. Many children (and adults) tend to
exaggerate the urgency of a desire by using this word (e.g., “I need candy” or “I need pizza”).
We can teach the meaning of the word “need” without depriving our students of their basic needs. Try gently sabotaging the
environment by giving your child soup with no spoon to elicit “I need a spoon” or putting them in the bathtub with no water to
elicit “I need water.”
Put
The word “need” can be used to comment on items that are missing or lacking. Try teaching this concept when playing with
toys like Mr. Potato Head or dolls. Model phrases like “he needs a nose” or “she needs a dress.”
Dress up and pretend play can be a silly and motivating way to teach the word “put.” Model the words “put it on,” while
putting on funny wigs, glasses or clothing.
Using objects that fit in a container, give an object to the child, and have the child say “put” before putting it in the container.
This activity can also be used with “put” + “it.”
Some children may enjoy “putting” stickers, stamps or play-doh on different body parts or toys. This is a great opportunity to
teach body parts while being silly and keeping your child’s attention. Model phrases like “put it on my arm/leg/toe.”
When cleaning up a bedroom, classroom or therapy space, model the word “put” when returning items to their proper
location using phrases like “put it up,” “put it there” or “put it in.”
Put in, put on, put away, put
up, put there, put + object +
preposition, put more in, put
some on, put it here
Open/Close
Opposites “open” and “close” are great words to target in a variety of activities. We can “open” and “close” so many things in
our environment: eyes, toys, books, purses, boxes, drawers, containers, laptops, windows, refrigerators, etc!
Try working on “open” during mealtimes as an alternative way to request a favorite food; hand your child his/her favorite food
in a difficult-to-open container and prompt them to direct you to open it. Have your child participate in food preparation or
clean-up by having them “open” and “close” the refrigerator, cupboards, pantry or dishwasher. Model the word “open” when
using a can opener and “close” when sealing food items.
I open/close, you open/close,
open/close + object (close door,
open box, open laptop, close
window, close book)
Use computer-based activities to teach these words by “opening” and “closing” a laptop, CD-ROM drive, game jewel cases and
browser windows. Favorite games or computer accessories that are kept in a drawer or file can be accessed using the word
“open.”
Please/
Thank you
Help
Hi/Good bye
Read
Gently sabotage your child’s routines by placing favorite toys inside of locked drawers or difficult-to-open containers and
prompt them to direct you to “open” it. Leave a normally “closed” door “open” and have your child direct you to “close” it.
Have fun making silly faces by letting your child direct you to “open” and “close” your eyes, nose and mouth.
These polite words are taught through modeling and prompting. Make sure to teach the individual words first before
combining them with please.
Put desired item in a container with a tight lid. Wait. When the child requests “help,” remove the lid and give the object to
the child. The same can be done with packaging at meals.
Teach “help” when the child needs assistance to reach a desired item, get dressed or undressed, to assemble a toy, etc.
Use a puppet, stuffed toy, or doll to demonstrate “hi” and “good-bye.”
Have someone hide when the child says “good bye” then pop out when he says “hi.”
“Read to me!” “Let’s read!” “Did you read it?” Text is everywhere in our environment, so the word “read” can be used in any
context.
Verb + please (drink please, eat
please, go please) object +
please (ball please, candy
please), mine please, Thank you
+ name
Help me, need help,
Hi + name, Good bye + name
Read more, read + book title,
read please, I read, you read,
read fast, read loud, read mad
Many children are very motivated to read and be read to. In addition to reading books, talk to your child about reading on
computers, e-books and magazines.
While your child is becoming more aware of letters and written words in his or her environment, model the word “read” in
phrases like “read it,” or “read to me.”
Feel
Let your child request books or magazines by using the word “read.” If he/she is at the phrase level, encourage combining the
word “read” with objects (e.g., book, magazine, sign) and pronouns (e.g., I, you). Let the child direct you while reading a book
by saying, “read more,” “read fast,” read slow,” “read loud,” or “read mad.”
When “feel” is selected, feeling words should appear in the activity row. Let the child play with “feel” + feeling word, and you
respond by demonstrating the feeling in a exaggerated manner.
I feel + emotion, You feel +
emotion
Implementation in the Classroom
It can be difficult at first to shift from thinking about AAC in pre-programmed phrases and
sentences and activity based pages to focusing on using core words. Once the shift is made;
however, it becomes easy to look at using core words in natural, everyday occurrences as core
words make up 75-80% of everyone’s daily, natural language. Listed below are daily activities
that typically occur in a classroom and ways to use core words during these activities at the oneword, two-word, and three-word level to help get the thinking process started. Notice how many
of the core words and phrases can be used throughout the day in various situations and
activities.
Activity
Calendar
Snack
Free choice
Reading
Math
Art
One-Word
“more”
“that”
“go”
“stop”
“help”
“more”
“that”
“go”
“stop”
“help”
“play”
“more”
“go”
“stop”
“help”
“read”
“more”
“go”
“stop”
“turn”
“more”
“go”
“stop”
“help”
“that”
“more”
“go”
“stop”
“help”
“color”
Two-Word
“what that?”
“go more”
“my turn”
“get that”
“I do”
“more please”
“don’t want”
“want more”
“more drink”
“need help”
“I play”
“my turn”
“I color”
“I do”
“what that?”
“I read”
“you turn”
“read more”
“stop that”
“my turn”
“I do”
“need more”
“need help”
“get that”
“put in “
“I color”
“need that”
“I make”
“you make”
“help me”
Three-Word
“I want that”
“you go more”
“I need that”
“read more please”
“I have that”
“I need help”
“more drink please”
“I don’t like”
“I want that”
“you stop that”
“I play that”
“I go more”
“I don’t like”
“I want that”
“I do like”
“I want read”
“I like that”
“my turn please”
“you read more”
“don’t want read”
“I need more”
“I do that”
“help me please”
“don’t want work”
“I want turn”
“I color that”
“I get that”
“I want make”
“I need help”
Other Typical School Activities


Spelling
o Use core words as the target spelling words
o Work on using the Spelling keyboard with word prediction turned off to promote
the spelling of individual words instead of programming them into the activity
row. Especially if the user will not be using them frequently.

Diary Activities
o Using core vocabulary as well as the activity row, students can put together daily
diaries. Even starting off basic and using the same carrier phrases each day will
allow for opportunities to practice.
o Examples include: “I feel…,” “I do…,” “I work…,” “I play…,” “I make…,” etc.

Sight word instruction: Many sight words are also considered CORE vocabulary, especially
during the first years of school. Because of this, many of the words you will be reading
during initial literacy instruction can be found already in the device.
o Common educational sight words can be found already stored under the
Vocabulary Builder. Please contact your Regional AAC Consultant to learn more
about how to use Vocabulary Builder.

Student led activity
o Structure a daily or weekly activity that can be led by the student using the device.
Structure the activity to focus on phrases and sentences with core vocabulary
instead of items that are pre-stored.
o Consider the process over the product. The process being language development
and the product being the activity itself. Decide what your goal is going to be
during the activity and shift your focus for the device user to have success.
Ideas for Beginning Implementation of Unity in the Classroom
After you have begun to learn the Unity Language system and have begun to work on your
device users overlay, you can focus on a couple of simple steps to begin the implementation
process for your student across environments and activities in the classroom.

Structure your Lessons to focus on Core Vocabulary
o Take some time to observe the activity without the device being used. Make notes
of the vocabulary needed to complete the activity.
o Generalise the vocabulary if necessary to keep your user in the core.
o Add any specific vocabulary in the appropriate activity and/or category.
o Take some time to locate the vocabulary in the device yourself so that you can
successfully teach it without losing your teachable moment.

Use academic language to guide your instruction
o Core vocabulary is the same as academic language, use an academic language list
such as the Dolch sight word list to guide academic tasks that will naturally bring
in core vocabulary.
o Modify grade level reading and writing curriculum to meet your user’s academic
abilities and then use the same language already identified for you to reinforce
core language instruction.
o Generalise academic language into expressive language tasks throughout the
classroom daily. This will allow your student to use the vocabulary for
demonstrating knowledge and for communication during all tasks.
•
Start small and then raise the expectation
o Identify two activities in your classroom daily schedule that happen consistently
and identify the core vocabulary used at that time.
o Begin setting the expectation that the user is working on the device at these
designated times to make the implementation transition smoothly.
o Communicate with your related service providers (SLT, OT) to discuss what they
can do to reinforce what and where you have started in the classroom and begin
to provide generalisation immediately for your device user.
o As you become more familiar with the language, you will naturally begin using the
device across more activities and areas of the academic environments.
Home Implementation Core Vocab Activities
Listed below are daily activities that typically occur around the house and ways to use core words
during these activities at the one-word, two-word, and three-word level to help get the thinking
process started. Notice how many of the core words and phrases can be used throughout the day
in various situations and activities.
Activity
Meal time
Dressing
Bathroom
Playing a Game
Watching TV/Movie
Cooking
Reading
One-Word
More
That
Eat
Drink
Want
Help
Want
That
Stop
Like
Help
Want
Go
Do
Stop
Go
Turn
Get
Color
That
Like
More
Stop
Want
Put
More
That
Turn
Get
Stop
Read
Turn
Stop
More
Like
Two-Word
Don’t want
More that
Help please
I like
Make that
Like that
You help
I do
Put on
Take off
Help me
I do
Want that
Stop that
Want go
Turn that
That color
I go
You turn
Play it
Put in
Turn on
Turn off
Don’t like
Want more
More that
I get
Turn it
Get more
You do
You read
My turn
Stop it
I like
Want more
Three-Word
I want more
Do you want
Don’t like that
You help please
Want eat it
I like that
Help me please
You stop that
I do it
I want that
Need help please
I do it
Put it in
Want more please
You stop it
I need help
Go that color
Help read that
I like play
You turn go
I need help
I like that
Turn it up
Want that one
You do it
You turn more
Read that please
What I do
I get that
I help turn
I turn it
You read please
I like it
Don’t want read
Stop it please
Other Daily Routines:
Bedtime reading: Read a favorite book with a repeated line. Learn the line or one of the core
words in the line and repeat the core word throughout the book. For example:
In this book, you can use the word “like” or “can” to have lots of opportunity to practice in a fun
way!
Ideas for Teaching Vocabulary
On/Off
1. Turn switch on and off for light, TV, appliance.
2. Put teddy bear off and on table.
3. Jumping child on and off table, bench.
4. Shoes on and off.
5. Smell of foods, off?
6. Car with square tires or some other "what's off" pictures.
7. Videos of children behaving off and on task.
8. Take clothes off and on self, model.
9. Off school = on vacation.
10. Being on the wall or off the wall for recess.
11. Putting a contract out on someone and bumping them off. :)
Come/Go
1. Play with cars - go
2. Tunnel activity - crawl through - go through tunnel/come through Hide and Seek - go
hide/come find me Google Images - show pictures of coming and going Video clip come to school in a.m./go home in p.m.
3. Sit by me - come here
4. Run away when child says "go" (go away)
5. Elevator - if there is one in the building - people coming and going on the elevator
Slide/Swing activity - go down the slide/go for a push Doll house or Farm toys - come
to the house/go to school/cow going into the barn Visual Schedule - what is
"coming" next
Activity Ideas to work on Feelings
1. Using YouTube Videos and talk about how the people are feeling.
2. Making a PowerPoint with various feelings, when the student says a feeling the
PowerPoint of that feeling can come up!
3. Looking at magazines with pictures of people with various feelings, searching for the
feeling a student has assigned.
4. Directing students in the class to act out a feeling the student assigns.
5. Checking in: Daily or throughout the day, asking a student how they are feeling.
6. How does this make you feel? Performing an action, smelling something, feeling
something, listening to something, and asking students how this makes them feel.
7. Watching video of people showing a variety of feelings and making comments.
8. Voice Thread app, making comments of feelings
9. Making a collage of feelings and look for them, like “Where’s Waldo” or an “I Spy”
activity.
10. In the general education setting, in a Language arts activity, the class could hold up
signs for how the character in the book is feeling when the student says the feeling.
Here are the activities that our group came up with for teaching “Good” and “Bad” on the
device:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Manners (modelling good and bad)
Food (preferred/non-favourable)
Role play behaviours
Music (is this good music or bad?)
Drinks (preferred/non-favourable)
Clapping/Booing reaction when selected
Weather (good weather vs. bad weather)
Read story (was it a good story? Bad story?)
Proximity (does this feel good/bad?)
Here are our group ideas for teaching up/down (the idea being that the student with the
device would be directing others in the activity)
1. Blow bubbles up/down
2. Shine a flashlight up/down
3. Use a yoyo
4. Throw a ball up or down
5. Go up/down stairs
6. Release a balloon filled with air up/down
7. Climb up on stool or step / jump down
8. Move magnets on a board up/down
9. Play with airplane make it go up/down
10. Create a power point of people/objects that are up or down
11. Go up/down a slide or move a bear up/down a toy slide
12. Turn the volume of music up/down
13. Make cars go up/down a ramp
14. Use a paddle ball and make it go up/down
15. Move a zipper up/down
16. Hood of a sweatshirt up/down
17. Pretend fishing pole (with magnet) move ‘hook’ up to check or down in the water
18. Window shade or blinds up/down
Here are our ideas for Colours:
1. Colour with crayons, markers, paints, etc.
2. Wear different Colours, Colour of the day
3. Relate colour to weather, i.e. yellow-sun, grey/white - clouds, blue – sky
4. Colours related to feelings/meanings, i.e. red-angry/stop, blue-sad
5. Colours and stop lights/street signs
6. School Colours
7. Colours related to the 5 point scale
8. Colours to organize the classroom, i.e. tables, groups, shelves
9. Colour Toys; i.e. blocks, shape sorters
10. Colour Sorting
11. Food/ Reinforce Colours; i.e. Balloons, Jelly Beans, M & M’s
Stop/Go
1.
2.
3.
4.
5.
6.
7.
Go - popcorn begins to pop, Stop - no more popcorn popping sound.
Go/green light, Stop/red light - demonstrate with remote car.
Kids tell go and stop during reading activities.
Stop/Go during scooter board activity.
Kids tell teacher "Go" to begin running, dancing, singing, etc. and then "Stop".
Use the word "Go" when transitioning somewhere, like "Go" to gym class.
"Go" to all do something at the same time, like throw dice together.
Ten Ideas for IN and OUT
1.
2.
3.
4.
5.
6.
7.
Box/purse/sack/Toys with openings – Putting things in and taking things out of them.
Door –Going In and Out of doors - room doors, vehicle doors, etc.
Shoe –Putting a foot In and Out of a shoe.
Hula Hoop –Going In and Out of a Hula Hoop.
Gym games such as dodge ball- In the game and Out of the game.
Swimming/bathtub – Getting In the water and Out of the Water.
Water/Sand Table - Putting objects in the water/sand and taking them out of the
water/sand.
8. Jump rope with two twirlers –Jumping in and jumping out of the twirling rope.
9. Sucker-Putting the sucker in the mouth and taking the sucker out of the mouth.
10. Wagon - students are in or Out of the wagon.
How Minspeak® Allows for Independent Communication by
Giving Anyone Access to Core Vocabulary
by Bruce Baker
In order to understand how Minspeak allows for independent communication, it is important to
understand what is meant by core vocabulary and how everyone uses it, no matter their age or
activity.
What is Core Vocabulary?
Core vocabulary is a small set of simple words, in any language, that are used frequently and
across contexts (Cross, Baker, Klotz & Badman, 1997). Core vocabulary contains all parts of
speech - nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and
interjections and serves as a great medium for teaching language.
Core words are familiar and most of them are short - six letters or less. Only a few core words
have more than six letters (for example, "sometimes" has nine letters).
From toddlers to seniors, core's simple words make up 80 percent or more of everyday
communication and are the heart of language development. Action words like "want," "put,"
"get," nouns like "thing," "stuff," and "people," pronouns like "I, me, my, mine," and "he, she, it,
them," form easy sentences with demonstratives like "this" and "that." Early adverbs like
"here" and "there" enable all children to express themselves. "Put it here," "Get me this," and "I
want that" are what little kids say when they are building their mean length of utterance (MLU).
Data suggests that children with disabilities build early language three-word phrases with core
vocabulary (Baker, Hill & Devylder, 2000).
How Everyone Uses Core Vocabulary
Core words dominate everyday speech for toddlers (Banajee, 2003), preschoolers (Marvin,
Beukelman & Bilyeu, 1994), adults (Balandin & Iacono, 1999), and seniors (Stuart & Beukelman,
1997). Stuart found that 174 words made up 72 percent of what seniors said across all
environments and topics, and 250 words made up 78 percent of what they said, even including
shopping trips and telephone conversations.
When parents and families search endlessly for what their augmented communicator family
wants and needs in his or her communication device, all they have to do is provide about 250
high-frequency words from known lists and the augmented communicators can tell you for
him/herself!
Word Lists
Bruce Baker has edited some vocabulary lists from important articles to make them easier to
read and understand. Others are included with the permission of the authors. Use these edited
vocabulary lists to make your own vocabulary list.





Banajee list of 26 toddler core words
Marvin list of 333 alphabetized preschool core words
Balandin list of 347 core words used by adults
Stuart list of 174 core words used by seniors
Hill list of the top 100 core words used by fluent augmented communicators
Making these lists available can help you construct your own core word list because there is a
huge overlap. A high percentage of the words on one list can often be found on other lists.
Bibliography
Baker, B., Hill, K., Devylder, R. (2000). Core Vocabulary is the Same Across Environments,
California State University at Northridge (CSUN) Conference, Los Angeles, California.
Balandin, S., Iacono, T. (1999). Adult Vocabulary Usage, English, Sydney, Australia, AAC, Vol. 14.
Banajee, M., Dicarlo, C., & Stricklin, S. B. (2003). Core Vocabulary Determination for toddlers.
Augmentative and Alternative Communication (AAC), 19, 67-73.
Cross, R.T., Baker, B.R., Klotz, L.S. and Badman, A.L. (1997). Static and Dynamic Keyboards:
Semantic Compaction in Both Worlds. Proceedings of the 18th Annual Southeast Augmentative
Communication Conference, 9-17. Birmingham: SEAC Publications
Hill, K. (2001). The Development of a Model for Automated Performance Measurements,
Doctoral Dissertation, Speech-Language Pathology, University of Pittsburgh.
Marvin, C., Beukelman, D., Bilyeu, D. (1994). "Vocabulary-Use Patterns in Preschool Children:
Effects of Context and Time Sampling." AAC, Vol. 10, No. 4.
Stuart, S. and Beukelman, D. (1997). Most Frequently Occurring Words of Older Adults. AAC,
Vol. 13.
Core Vocabulary
From toddlers to seniors, core words make up 80 percent or more of everyday
communication and are the heart of language development. Below is a list of the most
frequently used words used by toddlers as identified in a study carried out to identify the
words we use most frequently:
Toddlers’ Vocabulary
Arranged by Frequency
Reference: Banajee, M., Dicarlo, C., & Stricklin, S. B. (2003). Core vocabulary determination
for toddlers. Augmentative and Alternative Communication, 19, 67-73.
The core words on this list comprise 96.3% of the total words used by toddlers in the study
conducted by Banajee, Dicarlo, and Stricklin.
Words
1. I
2. no
3. yes/yeah
4. the
5. want
6. is
7. it
8. that
9. a
10. go
11. my
12. mine
13. you
14. what
15. on
16. in
17. here
18. more
19. out
20. off
21. some
22. help
23. all done/finished
TOTAL
Percentage
9.5%
8.5
7.6
5.2%
5.0%
4.9%
4.9%
4.9%
4.6%
4.4%
3.8%
3.8%
3.2%
3.1%
2.8%
2.7%
2.7%
2.6%
2.4%
2.3%
2.3%
2.1%
1.0%
96.3%
LAMP FAQ’s
If my child uses an augmentative communication device, will it limit his progress towards verbal
speech?
This is a common concern of parents with non-verbal children. However, research shows that use
of augmentative communication typically leads to increased verbalizations. There is no evidence
that use of AAC impedes a child's development of speech. (Blischak, Lombardino, and Dyson,
2003) (Miler, Light, & Schlosser, 2006)
What are the prerequisites for using a high-tech voice output device?
There are no prerequisites for learning to use an AAC device other than the ability to produce a
purposeful movement. The myth that a child needs to have cognitive prerequisites or move
through a hierarchy of steps prior to using high-tech systems has been discredited repeatedly.
(Adamson, L.B., Romski, M.A., Deffebach, K., Sevcik, R.A.,1992), (Stuart, Sheela and Ritthaler,
Christopher, 2008), (Beukelman, David R. and Mirenda, Pat, 2005),
(http://www.asha.org/NJC/eligibility.htm)
Some will say that first a child needs to understand the use of symbols by using real objects, then
pictures of real objects, then abstract representations of those objects to communicate. This
would mean changing a person's communication system over and over.
Others would say that a child needs to demonstrate the cognitive ability to use low-tech devices
first. However, when low-tech devices do not incorporate consistent motor patterns to access
words, the child has to learn the meanings of lots of different symbols. Sometimes those symbols
are difficult to discriminate from one another.
In normal development, a baby learns the meanings of his first words by playing with the sounds
he can make with his mouth and seeing the reaction others give him. That's the easiest way to
learn to communicate. A consistent motor movement results in consistent auditory output that
when integrated with the social response provides meaning to the word.
A high-tech device with consistent motor patterns and voice output allows the non-verbal child to
learn language in this same manner. A high tech device that allows for transition from learning
first words to complex communication without changing communication systems, symbols, and
access methods over the course of language development would be the easiest way for a nonverbal child to learn language and be able to communicate.
I don't understand those symbols, how will my child?
The language on many communication devices is represented by symbols rather than words. This
is because many children with developmental disabilities are able to communicate before they are
able to read. Also, as vocabulary increases, combining symbols for words allows for more
vocabulary with less keystrokes. As literate adults, the abstract nature of the symbols can look
confusing. We don't understand why a certain picture was chosen to represent a certain word and
become overly focused on the associated meaning. The Unity language utilizes abstract symbols
for the frequently occurring words in speech which are typically difficult to depict with a concrete
picture. What would you draw for "more," "go," "I," and "get"? Only nouns are easy to depict with
concrete pictures, and we don't communicate merely with nouns.
Children learn to use symbols more easily than we do because they don't question the
associations, analogies, and metaphors represented by the pictures. Most importantly, the child
can learn words based on the response they get when using a consistent motor movement. They
don't have to learn why they are using certain pictures but can use them as a visual cue.
If you think about it, you have learned to use symbols throughout your life without much difficulty.
Why does the word "blue" represent the colour blue? Why does a red octagon mean "stop?" After
a week with a new cell phone, aren't you able to find the icons you need to make calls, check your
email, and play your favourite game? For more information, please visit Minspeak.
My child does not interpret symbols, can we still try LAMP?
As stated above, the most important aspect of LAMP is that the meanings of words are taught by
giving a response to a consistent motor movement. The child says "go" and is pushed in the swing,
the child says "off" and you turn the light off. The symbols do not have to be understood by the
child but the motor pattern to say a word should not change once it is learned. As a child is
learning this motor pattern, he may use the symbols as a visual cue or guide to find the exact
location of an icon. Once automaticity has developed, there will be little visual attention to the
symbols.
My child has significant behavioural issues; other people have said he's not ready for a device,
so how is this different?
Not being able to communicate one's wants and needs is often the cause of behavioural issues.
Children can become agitated and frustrated when not understood or they could be using
disruptive behaviour as a communication strategy. Giving the child a way to communicate should
coincide with addressing challenging behaviours, it should not be dependent on getting
behaviours under control first.
Perhaps the reason others want to wait to get the behaviour under control first is that they are
concerned that the money spent on a device will be wasted when it gets thrown to the floor
during a tantrum. The key here is to make communication with the device rewarding; something
that makes life easier for the non-verbal child. Don't make the device a negative in the child's life
by using it for drill or compliance based activities. Don't sabotage enjoyable activities just to get
more communication attempts on the device. Also, get a durable device!
My child has motor planning issues; does that preclude him from trying LAMP?
No. 41% of children aged two to six with autism may have some motor planning issues (Ming,
Brimacombe, and Wagner (2007). This probably plays some role in their inability to communicate
verbally. Read this sentence out loud and think about how specifically you have to move your lips,
tongue, and jaw while controlling your breath support to annunciate correctly. Sign language,
while an excellent form of augmentative communication, also requires detailed fine motor
movements of the hands.
To make tasks easier for those with motor planning issues, you would give them a simple motor
task with little sequencing. Pressing a button to say a word is a simple motor task with no
sequencing. As a child's language skill progressed, device access could progress to sequencing
several icons to say words and thoughts; but the motor task remains simple.
While LAMP is an acronym for Language Acquisition Through Motor Planning, it does not require
intact motor planning skills. The title refers to accessing vocabulary through consistent motor
patterns so that automaticity can develop. There is always some motor planning involved in
learning a new skill; the more difficult the skill, the more difficult the motor planning. Once the
brain has developed a motor plan for a movement through repetition, the skill can be executed
without having to consciously think about it. AAC systems that do not maintain consistent motor
patterns to access vocabulary require more attention and motor planning to navigate the system.
Can my child use a Vantage Lite to request favourite foods?
Definitely. The Vantage Lite is set up so that the core words "I" and "want" are pre-programmed
and easily accessible. There are areas on the device that can be customized so that particular
interests or favourite foods such as "Cheetos" can be added. However, most AAC systems would
allow for requests of favourite foods.
The benefit of the Unity language system is that through easy access of the most frequently
occurring words in speech and customization of the items that are important to the individual, the
child can do more than request. He can say, "I like Cheetos." "Do you have Cheetos?" "We need to
get Cheetos?" and "Like a rat on Cheetos."
Also, children surprise us sometimes and want to talk about things that we haven't programmed
into their device. With access to frequently occurring words, they can usually get their point
across. One child who didn't have the word "Cheetos" programmed on their device asked for
"tiger chips" (referring to Chester Cheetah). If a child wanted a "Coke" but that word was not
available, he might ask for "red drink" or "bubble drink." Children with autism also have
demonstrated the ability to use the words on their device phonetically to talk about things that
they don't have a programmed word for. Some examples are, "not" + "Joe" for "nacho," "feather"
for "Heather," "black" + "bees" for "Zaxby's." This provides an opportunity for the speaker to
express himself, and lets the therapist, teacher, or parent know what words need to be
programmed.
I want my child to do more than request things, does this do that?
Being able to request wanted items is an important function of communication but it is not the
only function. We communicate for a lot of other reasons such as expressing thoughts, feelings,
humour, and love. We communicate to gain information, to comment, to greet, and direct others.
Learning to communicate fully using AAC depends on access to a large enough vocabulary to
express anything the individual would want to say and the ability to access it quickly to join in the
conversation. The vocabulary would have to include more than just nouns because to fully
communicate, we need all the parts of speech. Then through activities in natural settings, we need
to teach the child to communicate for various reasons; not to just request items.
My child uses PECS, how is this different?
PECS has made a difference in the lives of a lot of non-verbal children and is a good
communication strategy. However if PECS has not worked for your child or you want to add
another strategy, an AAC device with voice output utilizing LAMP strategies offers several
additional benefits.
Obviously, it offers voice output. This additional sensory feedback can enhance the child's ability
to learn language. A lot of autistic children develop their verbal skills by repeating what is said on
their AAC device. Synthetic speech may help the child with auditory processing issues with
auditory recognition and segmenting of words (Romski, M.A., and Sevcik, R. A., 1996),(Parsons, C.
L. and La Sorte, 1993). Also, the voice output allows the child with better receptive language skills
the opportunity to do some independent learning of the locations of words on their device.
Second, an AAC device with consistent motor patterns to say words allows for the development of
automaticity in communication. Consistently searching for the location of desired symbols and the
placement of those individual symbols on a strip requires more motor planning and cognitive
attention to the communication process.
Another difference is in the vocabulary presented and the manner in which it is taught. When
using PECS, initially the child is taught to request items using pictures. As the focus is on giving the
child the opportunity to request things he wants, it tends to be heavy on nouns. When a child is
taught to use a voice output device using the LAMP method, the focus is on teaching the location
and meaning of words which is reinforced by the response the child receives from the
communication partner. This includes, but is not limited to, requesting. The child is also taught to
use words to direct the action of others, initiating activities, requesting help, etc. The words taught
are a mixture of verbs, nouns, pronouns, and adjectives.
My child likes to play computer games and listen to music, will the device used to implement
LAMP let him do that?
It is amazing how fast technology is developing. The amount of processing power in a Furby is
more than in the first lunar module to land on the moon. When the first AAC devices were
developed, they utilized basic switches and light bulbs. Now they can play MP3's, import pictures,
connect you to the internet, play games, DVD players, operate environmental controls, and double
as your cell phone. Even though all these features are impressive and flashy, sometimes we get
caught up in the new technology and forget the device's intended purpose... communication!
While most companies have products containing these features, when it comes to individuals with
autism, these features can be a distraction. Often, the child would rather play the computer game
or scroll through song options, and this makes it difficult to focus on the communication aspects of
the device. So when deciding on what device is right for your child, don't let all the technology
dazzle you. Focus on the language system and how your child will communicate on it. If you decide
that the added technology is important for your child, make sure he still has the language available
to talk about it while he is playing.
Apps: Cause and Effect
Name
Cost
Description
Core Words
Videos
Included on
device
Download and store short
video clips of motivating
characters/animations i.e.
Thomas, Trains, Peppa Pig,
Barney.
More, stop, go,
play
Camera
Included on
device
Use the camera to take
photos of each other.
More, stop, go,
play, me, you
Video
Included on
device
Use the video function to
film short clips.
More, stop, go,
play, me, you
Pocket Pond
Free
Interact with the fish, listen
to the sounds of the water,
dragonflies and fish. Tap the
screen to scare the fish and
ripple the water.
More, stop, go,
play
Doodle Buddy
Free
Use your finger to put
stamps on the screen with
sound effects.
More, stop, go,
play
SpongeBob Tickler
Free
Make SpongeBob
Squarepants dance, shake,
stretch and change his
background.
More, stop, go,
play
I Hear Ewe
Free
12 different animal sounds
& 12 different vehicle
sounds. Press a picture and
hear the word and sound
effect. Available in English,
Spanish, German and
Chinese.
Stop, more, go,
play
Paint Sparkles
Free
Pick a colour and listen to it
speak. Drag across the
screen and listen to the
sparkle sound.
More, stop, go,
play
Rattle
Free
Touch, sight and sound
feedback when the screen is
touched. Follow the rattle
as it bounces around the
screen. Animals and animal
sounds too.
More, go, stop,
play
I Love Fireworks
Free
Touch, tap and swipe the
screen and you can see and
hear fireworks.
More, go, play,
stop
Bubble Popper
Free
A simple Bubble Popper
that allows you to pop the
bubbles on screen, similar
to bubble wrapping.
More, go, play
Apps and Core Vocabulary
POGG
Free
POGG can act out different commands based
on actions. Have the user use their device to
tell POGG what to do. Tell POGG to perform an
action.
Go, Eat, Drink, play, sleep.
Like, drink, read, jump, walk,
cook, swim.
Stage 1 to 6
Stage 1 = go, eat, drink
Stage 5 = I want you to eat
Touch and Say
Free
Activity app for early development. Provides 6
activities to practise verbalisation, emotion
recognition, colour recognition, following
directives, directed gaze.
Up, down, want, go, more,
you, me.
Stage 1 to 2
I Like Books
£0.69
37 books with the title ‘I Like’.
Can use your communication aid to repeat the
pages, record your own voice. The words are
highlighted in red as it’s being read. Can
customise the story.
I, like, want, turn (the page),
what, do, you.
Stage 1 to 6
Build A Train Lite
Free
A virtual train set. Select your engine and
choose its size, colour style etc. Drive your train
around the track controlling speed and
direction.
This, that, go, more, like,
want, don’t, turn, choose.
Stage 1 to 6
Puppet Pals HD
Free
Choose characters, choose backdrop, drag each
character to the backdrop and use your
communication aid to record the story. Can
import photos to create your own characters
and backdrops.
I, am, like, want, go, play,
sleep, big, little, good, bad.
Stage 3 to 6
Sparklefish
Free
Record a story. Use the communication Aid to
record words into the story when prompted.
Record parts of speech, verb, adjective, verb
past tense, noun and adverb. Gives examples of
each part of speech.
Slowly, walked, jumping,
smooth.
Stage 4 to 6
Story Kit
Free
Create an electronic storybook. Take a photo
and add sounds, more pages. Text will need to
be added to the story. Use the communication
aid to write the story.
I, like, you, this, go, want,
eat, playing, drinking, feel.
Stage 1 to 6
Magic Toilet
Free
Ask the magic toilet a question and get an
answer.
What, can, I, get, where,
when, does, we, them, it,
going.
Stage 4 to 6
Fotobabble
Free
Take a photo and record a message/description
of your photo.
Me, us, this, we, go, like,
playing.
Stage 1 to 6
Talking Tom
Free
Talk to Tom and he will repeat what you say in a I, like, you, eat, go, what, are,
funny voice. Use your communication aid to
doing, sleep.
talk to Tom and listen. Can also make him purr
and poke him.
Stage 1 to 6
Grammar Jammers
Free
Catchy animated songs and rhymes to learn
parts of speech. Each rhyme ends with a
question based on that part of speech. Use the
communication aid to learn parts of speech and
then answer the questions.
Hungry, little, is, not, I, me,
you, he, go, eat, sing, sit,
turn.
Stage 1 to 6
Cotton Candy
Free
Make your own candyfloss. Choose the colour
of your stick, sugar and make candyfloss. Then
eat it.
I want, to, make, turn, that,
you, big, bigger, more, stop.
Stage 1 to 6
Drainworks
Free
As the water comes out of the drain, turn the
iPad to make the water flow into the pipe. Use
the communication aid to direct the iPad.
Turn, left, right, up down,
little, big, more, me, you,
stop, it, full.
Stage 1 to 6
Sprinkle Free
Free
Using a water cannon mounted on a crane, the
communication aid user has to tell you to adjust
the height and angle to fire the water to put out
the fire.
Up, down, go, stop, turn,
little, big, more.
Stage 1 to 6
Football Kicks
Free
Choose your player and practice taking shots at
the goal.
Go, kick, my, turn, you, your,
like, stop, don’t, good, bad,
move, left, right.
Stage 1 to 6
My Horse
Free
Look after your own horse. Feed it, walk it, mix
it’s food, stroke it.
Mine, yours, like, don’t, eat,
go, more, mix, turn, love, all
done, feel, up, down.
Stage 1 to 6
Doodle Truck
Free
You are a truck driver who has to drive his load
up and down hills and over obstacles to deliver
the load safely.
Go, move, wait, left, right,
up, down, this, way, fast,
slow, my, your.
Stage 2 to 6
Drag Racing Free
Free
Choose your car and then take part in drag
races.
Go, fast, slow, push, more,
turn.
Stage 1 to 6
Hair Xmas
Free
Become a hairdresser for Father Christmas. Cut,
style, dye, grow and add accessories to Father
Christmas.
Cut, go, more, like, good,
bad, dry, grow.
Stage 1 to 6
Language Lab Core Words
Free
Animations with sound effects illustrate core
words. Based on developmental stages of
language development, core words are
introduced in an easy to use and fun way.
Help, more, stop, go, eat,
drink, make, play, sleep,
work, read, don’t, no, stop.
Stage 1 to 6
Music
Included
On The
Device
Store a variety of music and the person can use
their device to say they like the song or not,
stop the music etc.
Stop, more, like, don’t, want,
go, play.
Sage 1 to 6
Videos
Included
On The
Device
Download and store short video clips of
motivating characters/animations i.e. Thomas,
Trains, Peppa Pig, Barney or funny animal
movie clips that promote conversation.
More, stop, go, play, like,
want.
Stage 1 to 6
Video
Included
On The
Device
Use the video function to film short clips.
Me, you, go, like, stop, don’t,
eat, drink
Stage 1 to 6
Included
On The
Device
Use the camera to take photos of each other
and the environment.
Me, you, go, stop, like
Stage 1 to 6
Camera
LAMP Presentation references.
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33-50% of individuals with autism will not develop functional speech (National Research
Council, 2001)
41% of children ages 2 – 6 and 27% of children ages 7 – 18 showed clear evidence of
oral motor and/or hand muscle dyspraxia. (Ming, Brimacombe and Wagner, 2007)
Sensory seeking behaviours have been shown to negatively correspond to academic
performance. (Ashburner, Ziviani & Rodger, 2008)
Joint attention is an early-developing social-communicative skill in which two people
(usually and young child and an adult) use gestures and gaze to share attention with
respect to interesting objects or events (Jones & Carr, 2004)
‘In the practiced automatic movements of daily life attention is directed to the sense
impression and not to the movement. So, in piano playing, the beginner may attend to
his fingers but the practiced player attends only to the notes or to the melody. In
speaking, writing and reading aloud, and in games and manual work, attention is always
directed to the goal, never to the movement, this becomes less automatic and less
dependable.’ (Cattell, J.M, 1983)
Passive listening activates motor areas (D’Ausilio, Pulvermuller, Salmas, Bufalari,
Begliomini & Fadiga, 2009)
Intersensory input from the vestibular, proprioceptive and auditory systems is critical
for the development of speech and language. (1989, Windeck & Laurel)
Most frequently used words by toddlers: Banajee, DiCarlo & Sricklin AAC 2003.
For More Information please visit
http://www.aacandautism.co.uk
http://www.aaclanguagelab.com
http://www.facebook.com/pages/The-Center-for-AAC-Autism/143292697749
Supported in the UK by Liberator Ltd