The Power of Core Vocabulary
Everyone is talking about it - what is core vocabulary?
Core vocabulary. It’s a hot topic within the field of Augmentative and Alternative Communication (AAC), though you may be wondering what exactly speech-language pathologists (SLPs) and other related service providers (e.g., educators, occupational therapists, etc.) are referring to when they use this term. Core vocabulary words are the most frequently occurring words that are consistent across speaker, age, topic, etc.
Examples include: “go,” “stop,” “in,” “out,” “you,” “me,” “want,” “like,” “look,” and “it.”
About 400-500 core vocabulary words account for approximately 80% of the words that we say each and every day. Research shows that core vocabulary exists in all age groups, language levels, and languages. Core vocabulary words are often function words and therefore, are hard to represent on an AAC system (e.g., low-tech board or high-tech speech-generating device). For example, how does one create a symbol for the words “have” or “get"? These words are abstract concepts, which make them difficult to both depict and teach!
Core vocabulary differs from fringe vocabulary, which are words used less frequently and are specific to a speaker or a situation. Fringe vocabulary words are typically concrete nouns that are easier to represent on a symbol system. These words account for the remaining 20% of words we say on a daily basis. Fringe vocabulary varies from person to person and is often dependent on one’s interests and everyday environments. As an avid baker, words like “teaspoon,” “mixer” and “spatula” are relevant fringe vocabulary words when I’m making a loaf of banana bread in the kitchen. However, these words are likely rarely used by the typical New Yorker who does not prioritize their minimal kitchen storage for baking gadgets.
It is essential to consider both core and fringe words when thinking about vocabulary available on an individual’s AAC system. While it is true that core vocabulary may be harder to represent using symbols, these words have immense value. These versatile words allow an individual to communicate for a variety of social functions, including requesting, directing actions and attention, refusing, commenting, etc. For example, the word “turn” can be used to direct actions (e.g., turning the page, turning around, etc.), requesting assistance (e.g., turning a toy on), and commenting within play (e.g., my turn versus your turn). The same can be said for a variety of other core vocabulary words, such as “in,” “out,” “up,” and “look.” Core vocabulary assumes that the context is available to both the communicator and the communication partner, which allows for it to be as versatile as it is!
That being said, fringe vocabulary also has its place. A child may request to eat using the word “eat.” While his or her parent may infer what they want based on the time of day or known preferences, an unfamiliar communication partner may not. Fringe vocabulary allows an individual to make specific preferences known, such as “Eat apple” or “Eat hummus.” This type of vocabulary is often what allows a communicator to repair communication breakdowns as well as communicate within specific contexts (e.g., yoga class, baseball game, etc.).
So what is the balance between core and fringe vocabulary? I don’t think there is a “one size fits all answer” to this frequently asked question. As with any question pertaining to AAC, we need to consider all aspects of a child’s current communication profile - communication environments, current communication needs, anticipated communication needs, etc. However, a good rule of thumb to abide by is 4 core words for every 1 fringe word to reflect the 80/20 split between core to fringe vocabulary. This can be applied not only to the vocabulary available on an individual’s communication system, but also the way an adult or communication partner models on the communicator’s AAC system.