The core vocabulary of South African Afrikaans-speaking Grade R learners without disabilities

Background: Augmentative and alternative communication (AAC) can enable individuals with little or no functional speech to communicate functionally in a variety of communication contexts. AAC systems for individuals who are not (yet) fully literate often require that the vocabulary for the system be preselected. By including the most commonly- and most frequently-used words (core vocabulary) in an AAC system, access to novel utterance generation can arguably be facilitated. At present, no Afrikaans core vocabulary list based on children’s speech samples exists.Objectives: This study aimed to identify the most frequently- and commonly-used words of South African Afrikaans-speaking Grade R learners without disabilities.Method: Spontaneous speech samples were collected from 12 Afrikaans-speaking Grade R learners during regular preschool activities. Samples were transcribed and analysed to determine the number of different words used, the frequency with which each word was used, as well as the commonality of word use across the 12 participants.Results: A total of 239 words met the criteria for inclusion in the core vocabulary (words used with a frequency of more than 0.05% in the sample, and used by at least half of the participants). These words accounted for 79.4% of words used in the entire speech sample.Conclusion: The established core vocabulary consists of a relatively small set of words that was found to represent a large proportion of speech. AAC team members may consider including these words on Afrikaans AAC systems that are intended to give access to a measure of novel utterance generation.

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Model for Vocabulary Selection of Sensitive Topics: An Example from Pain-Related Vocabulary

Seminars in Speech and Language ◽

10.1055/s-0037-1604275 ◽

2017 ◽

Vol 38 (04) ◽

pp. 276-285

Author(s):

Juan Bornman ◽

Kerstin Tönsing ◽

Ensa Johnson

Keyword(s):

Augmentative And Alternative Communication ◽

Communication Systems ◽

Alternative Communication ◽

Sensitive Topics ◽

Communication Difficulties ◽

Graphic Symbol ◽

Children's Pain ◽

Core Vocabulary ◽

Sensitive Issues ◽

Selection Of

AbstractVocabulary selection for graphic symbol-based augmentative and alternative communication systems is important to enable persons with significant communication difficulties to express a variety of communication functions to indicate needs and wants, to develop social closeness, and to fulfill social etiquette. For persons who experience pain, abuse, bullying, or neglect, it is essential to be able to communicate about sensitive issues. However, published core vocabulary lists allow limited scope for communicating about sensitive topics, due mainly to the techniques employed to determine such lists (e.g., observations or recording of communication patterns of peers with typical development during fun-based or daily activities). This article is based on the outcome of a study of children's pain-related vocabulary. Based on the study, we propose a model for selecting vocabulary on sensitive topics. The model consists of four phases: (1) using hypothetical scenarios; (2) considering different perspectives that may affect vocabulary selection; (3) involving direct stakeholders, and (4) customizing vocabulary.

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Teaching Conceptually Referenced Core Vocabulary for Initial Augmentative and Alternative Communication

Augmentative and Alternative Communication ◽

10.3109/07434618.2013.848932 ◽

2013 ◽

Vol 29 (4) ◽

pp. 322-333 ◽

Cited By ~ 10

Author(s):

Melinda R. Snodgrass ◽

Julia B. Stoner ◽

Maureen E. Angell

Keyword(s):

Augmentative And Alternative Communication ◽

Alternative Communication ◽

Core Vocabulary

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Vocabulary Selection in AAC: Application of Core Vocabulary in Atypical Populations

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp1.sig12.125 ◽

2016 ◽

Vol 1 (12) ◽

pp. 125-138 ◽

Cited By ~ 5

Author(s):

Arjan van Tilborg ◽

Stijn R. J. M. Deckers

Keyword(s):

Augmentative And Alternative Communication ◽

Language Use ◽

Multiple Disabilities ◽

Typically Developing ◽

Alternative Communication ◽

Typically Developing Children ◽

High Importance ◽

Group 12 ◽

Core Vocabulary ◽

Language Sample

On the American Speech-Language-Hearing Association Community for Special Interest Group 12, Augmentative and Alternative Communication (AAC), a community member introduced a discussion related to the selection and use of core vocabulary with students with severe intellectual or multiple disabilities. It was questioned whether or not core vocabulary determined in typically developing children was applicable to AAC intervention in these students. The present article reviewed a vast amount of language sample studies related to core vocabulary in both typical and atypical populations. It was concluded that core vocabulary is comparable for both populations in various contexts, with various communication partners, over various topics, and in various modalities of language use. Core vocabulary is thus of high importance for all AAC users, regardless of physical or intellectual disabilities.

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Core Vocabulary of Preschool Children with or without Disabilities for Augmentative and Alternative Communication Intervention

The Journal of Special Children Education ◽

10.21075/kacsn.2016.18.3.185 ◽

2016 ◽

Vol 18 (3) ◽

pp. 185-213

Author(s):

김종인 ◽

Kyung-Im Han

Keyword(s):

Preschool Children ◽

Augmentative And Alternative Communication ◽

Communication Intervention ◽

Alternative Communication ◽

Core Vocabulary

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Enhancing Classroom-Based Communication Instruction for Students with Signifificant Disabilities and Limited Language

Exceptionality Education International ◽

10.5206/eei.v30i1.10914 ◽

2020 ◽

Vol 30 (1) ◽

pp. 42-54

Author(s):

Lori Geist ◽

Karen Erickson ◽

Claire Greer ◽

Penelope Hatch

Keyword(s):

Augmentative And Alternative Communication ◽

Teaching Practices ◽

Alternative Communication ◽

Significant Disabilities ◽

Early Communication ◽

Classroom Activities ◽

Communication Instruction ◽

Communication Needs ◽

Core Vocabulary ◽

Communication Behaviours

Many students with significant disabilities have complex communication needs and are not yet able to express themselves using speech, sign language, or other symbolic forms. These students rely on nonsymbolic forms of communication like facial expressions, body movements, and vocalizations. They benefit from responsive partners who interpret and honour these forms and teach symbolic alternatives. The purpose of this article is to describe ways in which classroom teachers and other classroom staff can be responsive partners using three targeted teaching practices: (a) attributing meaning and honouring early communication behaviours, (b) giving students personal access to aided augmentative and alternative communication (AAC) systems with a core vocabulary, and (c) using aided language input strategies to show students what is possible and how to use graphic symbols on aided AAC systems. These teaching practices are discussed using scenarios to illustrate how each can be integrated into typical academic and non-academic classroom activities.

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Preventing Abuse and Providing Access to Justice for Individuals with Complex Communication Needs: The Role of Augmentative and Alternative Communication

Seminars in Speech and Language ◽

10.1055/s-0037-1604279 ◽

2017 ◽

Vol 38 (04) ◽

pp. 321-332 ◽

Cited By ~ 1

Author(s):

Juan Bornman

Keyword(s):

South African ◽

Augmentative And Alternative Communication ◽

Access To Justice ◽

Alternative Communication ◽

Human Right ◽

Persons With Disabilities ◽

Complex Communication Needs ◽

Increased Risk ◽

Human Need ◽

Communication Needs

AbstractIndividuals with disabilities, in particular those with complex communication needs, have an increased risk of falling victim to crimes such as abuse and violence. The United Nations Convention on the Rights of Persons with Disabilities (CRPD) highlights the human rights that all persons should enjoy. It recognizes the importance of communication, not only as a basic human right that is essential to ensure one's protection and one's participation in all spheres of life, but also as an essential human need through which opinions, thoughts, emotions, and points of view can be shared. This article will address four specific articles of the CRPD that are essential for preventing abuse (including sexual abuse) and for providing access to justice for these at-risk individuals. These are: Article 6 (Women with Disabilities); Article 16 (Freedom from Exploitation, Violence and Abuse); Article 12 (Equal Recognition before the Law); and Article 13 (Access to Justice). Seven South African studies that focused on these four articles will be described in terms of their aims, methods, results, and clinical implications.

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A Survey on AAC Fringe Vocabulary to Support Personal Assistance Service

Communication Sciences & Disorders ◽

10.12963/csd.21862 ◽

2021 ◽

Vol 26 (4) ◽

pp. 820-833

Author(s):

Daeun Park ◽

Sangeun Shin

Keyword(s):

Augmentative And Alternative Communication ◽

Personal Hygiene ◽

Alternative Communication ◽

Personal Assistance ◽

Personal Assistance Services ◽

Service Areas ◽

The Disabled ◽

Assistance Service ◽

Communication Needs ◽

Core Vocabulary

Objectives: There are increasing demands for personal assistance services which help the disabled to carry out their daily life. To use augmentative and alternative communication (AAC) approaches more effectively in daily communication, it is essential to include the appropriate core and fringe vocabulary in the AAC system. Considering the fact that there are few studies in Korea which have reported fringe vocabulary compared to core vocabulary, this study is aimed to develop a noun list that can be used to promote interactive communication between the disabled and their assistants in each communication situation.Methods: A literature review was conducted to elicit frequently used nouns in each communication situation. Then, a survey was carried out to identify nouns with high word commonality across 105 personal assistants.Results: Sixty-three nouns with more than 50% of word commonality across personal assistants were identified from the 244 fringe vocabulary; consisting of 112 nouns in the area of going out, 29 in cleaning, 27 in personal hygiene, 26 in cooking, 20 in meal supporting, 20 in other service areas, and 10 in commuting.Conclusion: The identified nouns are expected to help people with complex communication needs to express their needs and wants more clearly and effectively using those nouns embedded in their AAC systems. The list of nouns can be used not only for people who receive personal assistance services, but also for people who rely on AAC systems to express their daily needs.

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Use of consumer wireless devices by South Africans with severe communication disability

African Journal of Disability ◽

10.4102/ajod.v5i1.202 ◽

2016 ◽

Vol 5 (1) ◽

Cited By ~ 5

Author(s):

Juan Bornman ◽

Diane Nelson Bryen ◽

Enid Moolman ◽

John Morris

Keyword(s):

South African ◽

Text Messaging ◽

Augmentative And Alternative Communication ◽

Equal Opportunity ◽

Economic Status ◽

Leisure Activities ◽

The United States ◽

Wireless Devices ◽

Alternative Communication ◽

Communication Disabilities

Background: Advancements in wireless technology (e.g. cell phones and tablets) have opened new communication opportunities and environments for individuals with severe communication disabilities. The advancement of these technologies poses challenges to ensuring that these individuals enjoy equal access to this increasingly essential technology. However, a paucity of research exists. Objectives: To describe the nature and frequency with which South African adults with severe communication disabilities have access to and use wireless devices, as well as the types of activities for which wireless devices are used. Method: Survey research was conducted with 30 individuals who use augmentative and alternative communication (AAC) technology using the Survey of User Needs Questionnaire developed in the United States, and localized to the South African context. Results: All participants, despite their limited education, unemployment and low economic status, owned and/or used mainstream wireless devices. Slightly more than half of the participants (53.3%) needed adaptations to their wireless devices. Advantages of using wireless devices were highlighted, including connecting with others (through using text messaging, social networking, making plans with others, sharing photos and videos with friends), for leisure activities (e.g. listening to music, watching videos, playing games), and for safety purposes (e.g. to navigate when lost, using the device when in trouble and needing immediate assistance). Conclusion: These wireless devices offer substantial benefits and opportunities to individuals with disabilities who rely on AAC in terms of independence, social participation, education and safety/security. However, they still do not enjoy equal opportunity to access and use wireless devices relative to the non-disabled population.

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