Vocabulary selection for Australian children who use augmentative and alternative communication

Abstract

Background Augmentative and alternative communication (AAC)1 systems are commonly used to support children with complex communication needs in Australian preschools. However, such systems will only be effective if they contain words and messages that adequately meet these children's communication needs. The aim of this study was to identify the words most frequently and commonly used by typically developing Australian preschool‐aged children, in order to inform the selection of vocabulary for their classmates who use AAC.

Method Communication samples were collected from 6 typically developing children during regular preschool activities. The samples were analysed to determine the number of different words used by the children, the frequency with which each word was used, and the commonality of use across children.

Results The children used a small core vocabulary comprising frequently and commonly used words, together with large and highly individualised fringe vocabularies.

Conclusions The results are consistent with the findings of previous studies, and highlight the importance of providing both core and fringe vocabulary to preschool‐aged children who use AAC.

Keywords:

• Augmentative and alternative communication
• AAC
• vocabulary selection
• preschool

Notes

1. Augmentative and alternative communication: “An area of clinical practice that attempts to compensate either temporarily or permanently for the impairment and disability patterns of individuals with severe receptive and expressive communication disorders” (International Society for Augmentative and Alternative Communication (ISAAC), 2005).