Core Vocabulary

What core vocabulary is, why it matters for AAC users and all communicators, and how paras can use core vocabulary principles to support students throughout the day.

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| Audience | Paras supporting students who use AAC; SLPs training paras on communication support strategies. |

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| Why This Matters |

| Core vocabulary — the small set of words that account for the majority of what we say in everyday communication — is the foundation of most modern AAC systems. Understanding what core vocabulary is and how to use it changes how paras interact with students, model language, and set up their environment. |

What Core Vocabulary Is

Research on natural language samples across age groups and settings consistently shows that a relatively small number of words make up the majority of what people actually say. These high-frequency, versatile words — called core vocabulary — include words like: go, want, more, help, stop, that, I, you, like, no, yes, get, come, make, do, put, look, here, mine, it, what, where, when, again, all done.

Notice that core vocabulary is not primarily nouns. It is largely pronouns, verbs, descriptors, and social connectors — the words that carry meaning across contexts. A student who has access to core vocabulary can communicate across almost any situation ('I want more,' 'stop that,' 'help me go,' 'no, not that') rather than being limited to topic-specific vocabulary.

Core vs. Fringe Vocabulary

Fringe vocabulary is the vocabulary that is specific to a topic, person, or context — names, food items, classroom objects, specific activities. Fringe vocabulary is important too, but it is supplementary to core. An AAC system organized primarily around fringe vocabulary (a page of food icons for lunch, a page of classroom items for school) leaves the student with no way to say no, request help, or comment on anything that does not fit a pre-made category.

Most modern AAC systems — robust SGDs, robust paper boards, apps like Proloquo2Go, TouchChat, Snap Core First — are built on core vocabulary. The most-used words are on the home page. Fringe vocabulary is organized in secondary pages accessible from core.

Why This Matters for Paras

Paras are with students through the whole day — during instruction, transitions, meals, recess, therapy pull-outs. They have more opportunity to model and support language than almost anyone else. How paras use language directly shapes what students learn to expect from communication.

Modeling core vocabulary: When a para narrates what is happening using simple core words ('You go first,' 'I want that,' 'more juice, no milk'), they are demonstrating how core vocabulary works in natural communication.

Waiting and expecting: After modeling or asking a question, giving the student time to respond with their device or board is how communication develops. Jumping in before the student has time to respond removes the opportunity.

Not limiting vocabulary: Paras sometimes simplify by reducing what they offer a student ('just tell me yes or no'). This well-intentioned shortcut teaches the student that their communication is not expected to be complex.

Using Core Vocabulary in Everyday Interactions

Core vocabulary does not require a lesson or a structured session. It shows up in every interaction:

During transitions: Point to the device and say 'It is time to go.' Model 'go' on the device if possible.

During choice-making: Offer two items and say 'Which one do you want?' Wait for the response, even if it takes 30 to 60 seconds.

During refusal: When a student pushes something away, narrate: 'You do not want that. You can tell me: no, stop, all done.' Point to those words on the device or board.

During play or activity: Narrate with core vocabulary: 'I put it here. Your turn. More? No more?'

Supporting the Device: Practical Core Vocabulary Tips

Know where the most common core words are on the student's device or board. You do not need to know every page — know the home page and the words the SLP has identified as current targets.

Model on the device, not just verbally. This is called Aided Language Stimulation (ALS): you point to or press the words on the device as you say them. It shows the student how the device is used for real communication.

Do not cover or ignore the device during instruction. If the student has an SGD, it should be available and visible when communication is expected.

Report vocabulary gaps to the SLP. If the student consistently tries to communicate something that is not available on their device, that is information the SLP needs to add vocabulary.

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| ✅ Try this | ⚠️ Watch out for |

| Use core vocabulary yourself when modeling, keep the device accessible throughout the day, and give students time to respond. Consistent, patient modeling — not formal lessons — is how AAC users develop fluency. | Restrict communication to yes/no, take over by speaking for the student, or put the device away when it seems like it is getting in the way. Every interaction where the student has the opportunity to use their system is a learning opportunity. |

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| Bottom line | Core vocabulary is the small set of high-frequency words that appear in almost all communication. When paras understand core vocabulary and model it naturally throughout the day, they become powerful communication partners — not just caregivers or instructors, but people who genuinely support a student's ability to say what they mean. |

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