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Laura K
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Laura K

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I'm not someone who thinks core vocabulary is appropriate for every client, and I appreciate this video, which nicely sums up some of the research I have previously cited to support that decision. But most core vocabulary layouts used in AAC emphasize verbs (stop, go, eat, drink, open, turn, etc.), which this video completely fails to address, and I'm not sure how seriously it can be taken as a critique of core vocabulary AAC as a result. 
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+Laura K Hi Laura. Thank you for your comment.  I have read and observed a large number of lists of Core Vocabulary items produced and utilized by a variety of clinicians and groups.  To be honest, there was large and seemingly inexplicable degree of variety in both vocabulary items and vocabulary types across these lists.  Yet, the vast majority of individuals who use a Core Vocabulary approach cite the work of Beukelman and colleagues and Banajee and colleagues.  Therefore, I focused on those two original lists.  My intention in dong so was not to over-simplify the approach but, instead, to address the data that are at the core of this Core Vocabulary literature.  In the end, my message is relatively straightforward:  no matter which vocabulary items one is considering to introduce to a learner, please be sure to index each item against the existing data on vocabulary norms as part of the process in determining whether that vocabulary item is appropriate for your learner.  Please also consider the ways in which typically developing children use these items across development.  You mention verbs, and you can see in this video that I indicate that many content words learned relatively early in language development are verbs, for example. I want to be more clear that this video is not a wholesale critique of Core Vocabulary. And, for sure, it is not a critique of using particularly vocabulary types in intervention. Instead, it is an attempt to put all vocabulary items in the context of their expected developmental onset.
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Have her in circles
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