Core Vocabulary Determination for Toddlers¶
Banajee, Dicarlo, & Stricklin, B. (2003). Core Vocabulary Determination for Toddlers. Augmentative and Alternative Communication.
Cited by¶
1 citation across 1 artifact.
Each citation links to the sentence it supports in the citing article.
Domain-specific¶
- Augmentative and Alternative Communication (AAC)
- The clinical process that unifies these modalities has five commitments that distinguish it from mere channel substitution: (i) residual-capability assessment — systematic evaluation of what the user can reliably do across motor, sensory, cognitive, and linguistic channels, including capacities not immediately obvious; (ii) modality matching — selection and configuration of the AAC system to the user's current and projected capabilities and contexts; (iii) communication-partner training — equipping family members, educators, and healthcare providers to interpret the AAC system, wait for the user's initiation, and model AAC use themselves (aided language stimulation); (iv) core-vocabulary linguistic design — structuring the symbol or text system around the high-frequency word set that composes the majority of typical communicative output
This sourceCore-vocabulary study deriving a high-frequency word list for toddlers from naturally occurring, unprompted vocabulary collected in preschool settings.
Supported in partVerified against the publisher's abstract
“The aim of this study was to develop a core vocabulary list for toddlers. Naturally occurring ( i.e. , unprompted) vocabulary was collected for 50 toddlers, aged from 24 to 36 months, enrolled in five different preschools, during two different activities”
- The clinical process that unifies these modalities has five commitments that distinguish it from mere channel substitution: (i) residual-capability assessment — systematic evaluation of what the user can reliably do across motor, sensory, cognitive, and linguistic channels, including capacities not immediately obvious; (ii) modality matching — selection and configuration of the AAC system to the user's current and projected capabilities and contexts; (iii) communication-partner training — equipping family members, educators, and healthcare providers to interpret the AAC system, wait for the user's initiation, and model AAC use themselves (aided language stimulation); (iv) core-vocabulary linguistic design — structuring the symbol or text system around the high-frequency word set that composes the majority of typical communicative output
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Registry ID ref:3636250371ba · see in the full table