10-Minute Speech Practice That Doesn't Require Sitting Still

Last updated 2026-07-11

What is fringe vocabulary on an AAC device?

Fringe vocabulary is every word on an AAC system that isn't core vocabulary. Core words are the small, high-frequency set (go, more, stop, want, that, help) that shows up in almost every conversation. Fringe words are specific: a child's dog's name, "Minecraft," "chicken nuggets," "Grandma," "swimming pool." They're low-frequency across language as a whole, but they can be extremely high-frequency for one person in one context.

The American Speech-Language-Hearing Association (ASHA) describes AAC vocabulary selection as needing to balance core vocabulary for generative language with fringe vocabulary that reflects the individual's "personal, social, and cultural needs" ^[1]. A device that only has core words lets a child say "I want that" but never "I want Bluey." A device with only fringe words locks them into requesting specific things without the grammar to build new sentences. You need both.

Fringe vocabulary tends to live in category folders: food, family, school, places, hobbies, feelings. The exact structure depends on the AAC system, but the editing process is similar across most platforms.

Why does fringe vocabulary matter so much for real communication?

Research on aided AAC finds that vocabulary relevance is one of the biggest predictors of whether a device actually gets used ^[2]. When the words on a device don't reflect a child's real life, the device gets pushed aside. Kids who can say a favorite character's name, request a specific game, or tell you what happened at school stay far more motivated to communicate.

Fringe vocabulary carries social weight too. Talking about "my dog Max" or "that episode where SpongeBob" is what drives conversation with peers. Core words keep communication functional. Fringe words make it personal.

There's a language development angle as well. For kids learning language through AAC, specific nouns and verbs tied to meaningful activities give them something to combine with their core words. "Want Minecraft" uses one fringe word and one core word. That's a real two-word phrase. Vocabulary growth in AAC users tends to mirror patterns seen in typical development: kids add specific nouns early, then verbs, then descriptors ^[3]. Fringe vocabulary supports that progression.

What words should you add first?

Start with words the person actually wants to say, not words an adult thinks they should say. This is the principle ASHA calls "vocabulary that is functional for the individual" ^[1]. Spend a week noticing what the person tries to communicate but has no word for. Watch for:

• Repeated pointing or reaching toward something unnamed on the device
• Echolalia that references specific topics (see our guide to echolalia for more on what that communication is doing)
• Questions caregivers answer constantly ("What do you want?" and the child always wants the same thing)
• Daily activities that have no vocabulary on the device yet

A practical starting framework: aim for 10 to 20 fringe words per major activity or context. A "snack time" folder might hold 15 specific foods the child actually eats. A "bedtime" folder might hold the names of three stuffed animals, two book titles, and a word for the nightlight.

Prioritize words that: 1. Come up at least once a day in that person's life 2. Can't easily be replaced by a core word ("cracker" matters more than "food") 3. Are motivating, meaning the person lights up when they hear or see the referent

Resist the urge to add everything at once. A cluttered page with 80 symbols is harder to navigate than a clean page with 20 well-chosen ones. Start small, teach thoroughly, then expand.

How do you actually add a word to most AAC devices and apps?

The editing process varies by platform, but the steps are nearly identical across Proloquo2Go, TouchChat, Snap Core First, LAMP Words for Life, Cboard, and most dedicated SGDs (speech-generating devices).

Step 1: Put the device in edit mode. Almost every AAC system has a separate "edit" or "author" mode that keeps regular users from changing things by accident. On Proloquo2Go it's in the main menu under "Edit Mode." On TouchChat, tap the wrench icon. On Snap Core First, tap the pencil. On web-based open-source options like Cboard ^[4], editing is built into the interface directly.

Step 2: Navigate to the right page or category. Don't drop a word on the home screen unless it's very high-priority. Find the topic folder where it belongs: food, family, school, places, games. If the right folder doesn't exist, you can create one (covered in the section on building new pages below).

Step 3: Find an empty button or add a new one. Tap an empty button space, or use the "add button" function. Most systems let you choose the button size at this point.

Step 4: Add a label. This is the text that appears on the button and, in most systems, what gets spoken when the button is pressed (unless you record custom audio).

Step 5: Add a symbol or image. Most paid AAC apps include a symbol library (SymbolStix, PCS/Boardmaker, ARASAAC). Search by the word label. If you can't find a matching symbol, take a real photo. That often works better for fringe vocabulary because it shows the actual dog, the actual food, the actual person.

Step 6: Set the message or speech output. By default, the device speaks the button label. You can record a custom audio clip instead, which matters when the pronunciation is unusual (a nickname, a proper noun) or when the synthesized voice gets it wrong.

Step 7: Save and exit edit mode. Test the button before you leave edit mode. Some platforms save automatically. Others require an explicit save step.

The whole process takes roughly 2 to 5 minutes per word once you're comfortable with the system. The first few times, budget 10 to 15 minutes per button while you learn the interface.

How do you add fringe vocabulary on specific platforms (Proloquo2Go, TouchChat, Snap Core First)?

For Proloquo2Go specifically: after entering edit mode, long-press any button to open the edit panel. The "Label" field is the spoken word. The "Message" field overrides it if you want different spoken output. The symbol search box pulls from SymbolStix automatically.

For Snap Core First: the platform has a "Vocabulary" management area separate from the page editor. You can create a word in the vocabulary bank first, then place it on any page. This keeps your symbol-word pairs consistent across multiple pages.

One open-source option worth knowing: ARASAAC (the Aragonese AAC portal) offers a free online symbol library at arasaac.org ^[5]. You can download images from it and import them into almost any system. The symbols come in multiple languages, and the license allows free use for non-commercial purposes.

How do you build a new category page for fringe vocabulary?

Sometimes the right folder doesn't exist. A kid obsessed with trains needs a "trains" page. A teenager who follows a specific sports team needs a page for that. Here's how to build one.

In most systems: 1. In edit mode, find the option to "Add Page" or "New Board." In Proloquo2Go this lives in the Page Manager. In TouchChat, tap the page list and choose "Add." 2. Name the page clearly ("Baseball," "Grandma's house," "Minecraft"). 3. Choose how many button cells fit on the page: fewer large buttons for users who need bigger targets, more smaller buttons for users with strong motor accuracy. 4. Add a navigation button on the home screen or a parent page that links to the new page. Without this link, the page is unreachable. 5. Populate the page with 10 to 20 fringe words following the steps above.

One thing many parents miss: the navigation button that opens the new page has to sit on a page the user already visits. Check that the link works both ways. Tap to go in, and a "back" or "home" button to return. An orphaned page nobody can reach is wasted work.

Keep page organization consistent with the rest of the system. If the existing setup color-codes by word type (verbs in green, nouns in yellow, for example), apply the same colors to new buttons. Consistency reduces the effort of finding words.

How do you use real photos instead of symbols for fringe vocabulary?

For very specific fringe vocabulary, a photo of the real thing often beats a generic symbol. A symbol for "dog" is a cartoon dog. A photo of Max the actual dog is unmistakable.

To use a real photo: 1. Take a clear, well-lit photo of the object, person, food, or place. Aim for a simple background. The item should fill most of the frame. 2. Transfer the photo to the device (email, AirDrop, cloud storage, or direct camera roll access). 3. In edit mode, when selecting the button image, choose "Camera Roll," "Gallery," or "Import from Photos" instead of searching the symbol library. 4. Resize and crop within the app if the system allows it.

Photos earn their keep for:

• Family members and pets (always personal, never generic)
• Specific foods that look different from the symbol (a child's particular brand of crackers)
• Places (a photo of the actual park, actual school, actual grandparent's house)
• Preferred toys or games with recognizable packaging or appearance

The practical downside: photos take longer to add because you have to take, transfer, and import them. And if the object changes (the dog gets a haircut, the package gets a redesign), the button may need updating. Plan for periodic maintenance, maybe once a semester.

How do you teach fringe vocabulary after adding it?

Adding a word to the device is maybe 10 percent of the work. Teaching it is the other 90.

The evidence-based method for teaching AAC vocabulary is aided language stimulation (also called modeling, or ALgS) ^[6]. The idea is simple: you use the device to communicate in real situations, showing the person what the button does by pressing it yourself. You don't drill. You don't make the person repeat after you. You model and wait.

For a new fringe word, the process looks like this:

• Identify 2 or 3 natural moments in the day when that word fits.
• During those moments, navigate to the button yourself and press it, pairing the press with natural speech. "Oh, you want Max? Let's find Max." (Press the "Max" button.)
• Repeat across several days without demanding that the person use it.
• When they do use it, respond right away and naturally. The response is the reinforcement.

Research on AAC modeling suggests consistent modeling across multiple communication partners speeds up word learning ^[7]. That means parents, teachers, and therapists modeling the same new words matters. Write a short shared list of the 5 fringe words you're working on this week and hand it to everyone in the person's environment.

Expected timeline: for a highly motivating fringe word (a favorite food or a beloved character), many AAC users start using it independently within 2 to 4 weeks of consistent modeling. Less motivating words take longer. There's no good population-level data on exact timelines, and individual variation is enormous.

If you want structured support while doing this at home, tools like Little Words can help track vocabulary targets and model words in daily routines through a quiz-based starting point built for parents.

How often should you update fringe vocabulary on an AAC device?

Fringe vocabulary has to grow with the person. A good working rule: review the device's vocabulary every 4 to 8 weeks and ask one question. What has the person been trying to say that they still don't have a word for?

Several life events should trigger an immediate update:

• A new school year (new teacher names, new classroom activities, new peers)
• A new interest or obsession (a new show, a new game, a new hobby)
• A change in routine (moving, new sibling, change in therapy schedule)
• A new medical situation (a new medication, a new procedure to explain)
• Seasonal events (holidays, sports seasons, summer activities)

One system that works: keep a running note in your phone called "words to add" and drop things in it during the week when you spot a gap. Then batch-add them every few weeks instead of adding one at a time as they occur to you.

Don't delete old fringe vocabulary unless the page is genuinely cluttered and the word has gone unused for over a year. Storage on modern devices and apps is cheap. Vocabulary you've already taught has value. Archive rather than delete when you can.

What mistakes do people make when adding fringe vocabulary?

A few patterns come up again and again in the AAC literature and in SLP practice.

Adding too many words at once. A device with 500 fringe words and no teaching is less useful than a device with 50 words that have been modeled consistently. Go for depth over breadth.

Choosing words adults think the child should want instead of words the child actually wants. If a child has no interest in farm animals, a farm vocabulary page will sit unused. Follow the child's motivation.

Skipping the navigation link. A page with 20 great fringe words that can't be reached from anywhere on the device is useless. Always build the route in.

Leaving the AAC user out of vocabulary selection. Even very young or minimally verbal users can show preference. Hold up two options and watch which one they react to. Preference matters.

Using the device only in therapy. Fringe vocabulary works best when it's modeled in the real place where the word means something. The "Max" button should get pressed at home when Max walks in the room, not in a therapy room from a picture card.

Forgetting to train communication partners. The most common barrier to AAC success isn't the device. It's the people around it. A 2019 study in the American Journal of Speech-Language Pathology found partner training significantly improved AAC outcomes for children with autism ^[7]. If the device goes home and nobody in the family knows how to model the new words, progress stalls.

For families also working through related communication questions, understanding childhood apraxia of speech or autism spectrum speech therapy can put AAC vocabulary work in context.

Should a speech-language pathologist be involved in adding fringe vocabulary?

Yes, ideally. A licensed SLP, especially one with AAC specialization, can assess vocabulary needs systematically, recommend page layouts that fit a user's motor and cognitive profile, and catch gaps you might miss. ASHA recommends that AAC systems be developed and maintained with SLP involvement as part of a person-centered team ^[1].

That said, parents and caregivers don't have to wait for an SLP appointment to add obvious fringe vocabulary. If the child's dog has no button and the child tries to talk about the dog every single day, you can add that word today. You don't need professional permission for that.

The SLP's role matters more for:

• Initial device selection and vocabulary architecture
• Choosing symbol sets and page organization systems
• Identifying vocabulary for academic and social contexts
• Adjusting access methods (switch scanning, eye gaze, and so on) that change how buttons are laid out

If you're pursuing formal speech therapy or early intervention services, ask the SLP to share their vocabulary targets so you can add and model those same words at home. A shared vocabulary list between therapist and family makes a real difference in how fast new words stick.

For families who can't get in-person services, online speech therapy has grown a lot, and many AAC-specialized SLPs now offer remote consultation specifically around device setup and vocabulary programming.

Are there free resources for finding fringe vocabulary words and symbols?

Yes, several.

ARASAAC (arasaac.org): A free, open-licensed symbol library with over 30,000 symbols in multiple languages ^[5]. You can download individual symbols or use their online tools to build boards. The license allows free use for non-commercial and educational purposes.

Cboard (app.cboard.io): A free, open-source AAC app that uses ARASAAC symbols and runs on web browsers and Android ^[4]. Good for families who want a no-cost way to build and test fringe vocabulary boards before committing to a paid system.

OpenAAC (openaac.org): A community effort building open-source AAC resources, including vocabulary lists organized by topic and context. No single commercial vendor controls it.

ASHA's AAC evidence maps: ASHA maintains an online evidence map for AAC interventions that helps clinicians and families find research-backed approaches ^[1]. It's technical, but useful if you want to go further.

Word lists from the AAC community: Many SLPs and AAC users share fringe vocabulary word lists by topic ("TV shows," "Minecraft," "school lunch") on sites like Teachers Pay Teachers, Pinterest, and dedicated AAC Facebook groups. Quality varies, but they're a fast starting point for brainstorming.

For paid systems, most manufacturers offer training libraries and pre-built vocabulary pages. Tobii Dynavox, PRC-Saltillo, and AssistiveWare each run online support centers with tutorials on adding vocabulary to their systems. Check the manufacturer's support site directly. Those pages change too often to link reliably.

Frequently asked questions

What's the difference between core vocabulary and fringe vocabulary on an AAC device?

Core vocabulary is the small set of high-frequency words (want, more, go, stop, help, that) that account for 70 to 80 percent of what most people say every day. Fringe vocabulary is the rest: specific nouns, proper names, topic words. You need core words to build sentences and fringe words to make those sentences personal and meaningful. Most AAC systems organize them separately.

How many fringe vocabulary words should be on an AAC device?

There's no fixed number. A well-developed device for a school-age child might have 200 to 500 fringe words across multiple category pages. What matters more than total count is that each word is relevant, taught, and reachable through clear navigation. Start with 10 to 20 words per meaningful activity context, teach them well, and expand over time.

Can I add fringe vocabulary to a low-tech AAC system like a communication board?

Yes. Low-tech AAC boards, binders, and PECS books all support fringe vocabulary. Print the symbol from a free library like ARASAAC, laminate it, and attach it to the correct category page with hook-and-loop fastener (Velcro). The teaching process is identical to high-tech systems: model the symbol in context, give the person access to it, and respond when they use it.

My child's AAC device is locked by the school. How do I add fringe vocabulary?

Devices provided through school IEPs are sometimes locked to protect the vocabulary architecture. Talk to the child's SLP and request a team meeting to discuss adding specific fringe words. You have every right to be involved in vocabulary selection under IDEA, which governs special education services. If you own the device separately, you can edit it at home without school permission. Clarify ownership of the device first.

How do I add a person's name as fringe vocabulary on an AAC device?

In edit mode, add a new button in the family or people category. Use the person's name as the label. For the symbol, a real photo works far better than a generic silhouette. Record custom audio if the synthesized voice mispronounces the name. Add the button wherever the user is likely to talk about that person: a "family" page, a "people at school" page, or both.

What symbols should I use for fringe vocabulary when there's no matching image in the library?

Use a real photograph. For highly specific fringe words like a particular toy brand or a family member, a photo is often clearer than any symbol. You can also use Google Images to find a clear picture and import it, or use the free ARASAAC symbol request system to ask for new symbols. Some SLPs use simple hand-drawn icons when nothing else fits.

Is it okay to add fringe vocabulary without an SLP's guidance?

For obvious, highly motivating words (a pet's name, a favorite food, a beloved character), yes. You don't need clinical approval to add a button. For bigger decisions like restructuring page organization, changing access methods, or choosing a new symbol system, involve an SLP. The general rule: add words freely, make architectural changes carefully and with professional input.

How do I teach a new fringe vocabulary word after I've added it to the device?

Use aided language stimulation: press the button yourself during natural situations where the word is relevant, pairing the press with normal speech. Don't drill or demand the person repeat it. Model it consistently across 2 to 3 natural moments each day. Most highly motivating fringe words see independent use within 2 to 4 weeks of consistent modeling across multiple communication partners.

What fringe vocabulary should I add for a child who loves video games?

Start with the specific game names they play, character names, and in-game actions or items they talk about a lot. Add words like "level," "boss," "die" (respawn), "controller," and "multiplayer." Include the names of friends they play with online if relevant. A dedicated "games" folder with 15 to 25 words beats scattering game vocabulary across general pages.

Does adding fringe vocabulary slow down communication because it requires more navigation?

It can, if the pages are poorly organized or the navigation takes too many taps. Keep high-frequency fringe words closer to the home page and reserve deeply nested pages for words used less often. Some systems let you put a fringe word on multiple pages so it's reachable from different contexts without extra navigation. Talk to your SLP about hit rate and motor efficiency for your specific user.

How do I add fringe vocabulary for a child who uses eye gaze to access AAC?

The process for adding vocabulary is the same, but page layout matters more. Eye gaze users need fewer, larger buttons per page because motor precision is lower and visual scanning takes effort. When building fringe vocabulary pages for eye gaze access, limit to 4 to 9 buttons per page, place the most important words in the corners where eye gaze is most accurate, and use high-contrast symbols.

Can fringe vocabulary include feelings and social words, or is it just nouns?

It can include anything specific to the person that isn't already covered by core vocabulary. Specific emotional words ("embarrassed," "overwhelmed," "excited about") make excellent fringe vocabulary. So do social phrases specific to a person's communication style, humor words, or phrases from a favorite show that carry meaning for that individual. Fringe vocabulary is defined by specificity, not by word type.

How do I organize fringe vocabulary pages so my child can find words quickly?

Use consistent category names and color coding that match the rest of the device. Limit pages to 20 to 30 buttons each. Put the most-used fringe words toward the top left (where eye movement naturally starts for most users). Add a visible home button on every page. Consider organizing by activity (snack, bath, school) rather than by word type, since kids tend to think situationally.

Sources

1. American Speech-Language-Hearing Association (ASHA), Augmentative and Alternative Communication: ASHA describes AAC vocabulary selection as needing to reflect the individual's personal, social, and cultural needs, balancing core and fringe vocabulary
2. Beukelman, D. & Mirenda, P. (2013). Augmentative and Alternative Communication: Supporting Children and Adults with Complex Communication Needs. Paul H. Brookes Publishing.: Vocabulary relevance is one of the strongest predictors of AAC device use; devices that don't reflect the user's real life are more likely to be abandoned
3. Bates, E., Marchman, V., Thal, D., et al. (1994). Developmental and stylistic variation in the composition of early vocabulary. Journal of Child Language, 21(1), 85-123.: Vocabulary growth in early language development tends to begin with specific nouns, then verbs, then descriptors, a pattern relevant to fringe vocabulary sequencing in AAC
4. Cboard, Open-Source AAC Application: Cboard is a free, open-source AAC web and Android application that uses ARASAAC symbols and allows direct in-interface editing of vocabulary boards
5. ARASAAC, Aragonese Portal of Augmentative and Alternative Communication: ARASAAC provides over 30,000 free, open-licensed symbols available for non-commercial and educational AAC use in multiple languages
6. Drager, K., Postal, V., Carrolus, L., Castellano, M., Gagliano, C., & Glynn, J. (2006). The effect of aided language modeling on symbol comprehension and production in 2 preschoolers with autism. American Journal of Speech-Language Pathology, 15(2), 112-125.: Aided language stimulation (modeling) is an evidence-based method for teaching AAC vocabulary; consistent partner modeling accelerates symbol comprehension and use
7. Shire, S. Y., & Kaiser, A. P. (2012). AAC intervention with minimally verbal children with autism: A systematic review. American Journal of Speech-Language Pathology, 21(3), 252-275.: Communication partner training significantly improves AAC outcomes for children with autism; shared modeling across home and school environments is a key factor
8. U.S. Department of Education, Individuals with Disabilities Education Act (IDEA): Under IDEA, parents have the right to participate in IEP decisions including assistive technology and AAC vocabulary selection for children receiving special education services
9. Light, J., & McNaughton, D. (2014). Communicative competence for individuals who require augmentative and alternative communication: A new definition for a new era of communication. Augmentative and Alternative Communication, 30(1), 1-18.: Communicative competence in AAC requires access to a vocabulary that includes both generative core words and personally relevant fringe vocabulary
10. American Academy of Pediatrics (AAP), Developmental Surveillance and Screening: The AAP supports early identification and referral to speech-language services, including AAC evaluation, for children with communication delays