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Aided Language Input, Part 2: Using the Core Vocabulary Foldout

Aided Language and Core Vocabulary Exchange System (CVES)

Today, we are exploring how to do aided language input using CVES on the Core Vocabulary Foldout  and/or personal core words in the binder inserts.  Depending on the focus of the activity and the goal that’s been set for the child, there are 2 different ways of using aided language input with CVES.

Option 1: Individually remove icons directly from the Core Vocabulary Foldout

Using this method, the communication partner removes a single icon off of the core vocabulary foldout, shows it to the user, while pairing their verbal speech with the word on the icon.  In the video below, see Grace and Renee, as Renee focuses on the word “not” in their literacy activity.  Renee removes the icon for “not,” shows it to Grace, and verbalizes the word “not” throughout the story.

In the next video example, Renee demonstrates aided language input of the single words “big” and “little.”  Renee is using aided language input to model single words relating to size concepts.   You will notice that she also uses sign language for fringe vocabulary as she speaks to Grace.  Depending upon the needs of the child, the use of CVES can certainly be used as part of a multimodal communication approach,  including integrating.

Option 2: Remove single or multiple icons from the Core Vocabulary Foldout  or binder inserts and adhere them to the communication card. The communication partner can then bring the communication card to the child and point to and verbalize each icon. 

Using this method, the communication partner facilitates language by constructing single words, phrases, or sentences directly on the core communication card.  The communication partner can do this in 2 ways: to initiate a communication loop with a child, or to respond to a child’s communication attempt.  Our goal with CVES is to create communication loops where a child can initiate and also respond to communication exchanges made by others.  Using this method, the child can take the role of sender and receiver.  Ultimately, this should be our goal with every child that we work with!  

In the video below, Renee moves from using single words modeled individually to modeling two word phrases on the core communication card.  Renee models “get up” by sequencing two icons onto the communication card, then bringing the communication card to Grace, and verbalizes the words “get up.”


What Should I Model On CVES?

Aided language modeling can be used to demonstrate appropriate play and social interaction skills, and provide opportunities for learning new language concepts (Binger & Light, 2007; Drager et al., 2006).  Traditionally, aided language input occurs in “real time” during naturally occurring opportunities throughout the day.  So, we may take advantage of naturally occurring routines throughout the day and model specific language targets in order to teach various communicative intents and functions.

We can also use traditional language techniques as aided language modeling.  In part 3 of this series, we will spend time reviewing specific language facilitation techniques and how they can be used as aided language modeling.  We will also cover specific examples of how a communication partner can respond to a child’s communication exchanges by using icons on the CVES Core Vocabulary Foldout. 

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