I have decided to develop a few of my own interactive books so that I can give them away and avoid copyright issues. I believe it is important to focus on Core Vocabulary words even with verbal students. Most Core Vocabulary words are also found on sight word lists (Dolch, Fry…). Here’s the book I • Read More »
Tags: aac, activities, communication board, core vocabulary, developing vocabulary, emergent literacy, repetitive books, themes
A primary goal for shared reading is to increase language. Secondary goals can include joint attention, increase participation, and picture representation. For children who are nonverbal or minimally verbal, you can easily make it interactive by inserting target vocabulary in the story using AAC. For example, when reading The Very Hungry Caterpillar by Bill • Read More »
Tags: aac, activities, developing vocabulary, emergent literacy, listening skills, reading aloud, repetitive books
Every classroom with nonverbal or minimally verbal children needs a Classroom Core¹ Board! This tool can be used for morning group instruction AND will provide ongoing exposure to the target core words. Language concepts (core words) should be taught in a short, interactive hands-on activities that explicitly teaches the concept. Nonverbal and verbal students (who • Read More »
Tags: aac, communication board, core vocabulary, teaching aac
While reading Where’s Spot, incorporate language and communication goals into the activity. For example as the story goes “Is he under the bed” open the flap and there is a Lion. Use yes/no symbols or even use a programmed AAC device for the book. Then ask “who” is under the bed and supply a choice • Read More »
Tags: aac, communication board, core vocabulary, wh-questions, yes and no