How to add fringe vocabulary to an AAC device (a practical guide)

Last updated 2026-07-11

Fringe vocabulary is what makes an AAC device sound like it belongs to a specific kid rather than a generic word bank: a pet's name, a favorite food, the TV character they can't stop talking about. To add one, you pick words that matter to that particular person, open the right page on the device, build a button with a symbol and either recorded or synthesized speech, and then use it with them during real activities so it actually sticks.

Core words versus fringe words

Every AAC system splits vocabulary into two rough categories. Core words are the small, high-frequency set, things like go, more, stop, want, that, help, that show up in almost any conversation. Fringe words are specific: a dog's name, "Minecraft," "chicken nuggets," "Grandma," "swimming pool." They're rare across language in general but can be some of the most-used words for one person in one context.

ASHA describes AAC vocabulary selection as a balancing act between core vocabulary for generative language and fringe vocabulary that reflects a person's "personal, social, and cultural needs" ^[1]. A device stocked only with core words lets a child say "I want that" but never "I want Bluey." A device stocked only with fringe words lets them request specific things but gives them no grammar to build new sentences from. You need both, and fringe words usually live in category folders like food, family, school, places, and hobbies. The exact layout changes from one platform to the next, but the editing process is similar across most of them.

Why it matters so much

Research on aided AAC has found that how relevant the vocabulary is to a person's actual life is one of the biggest predictors of whether the device gets used at all ^[2]. A device stocked with words that don't match a kid's real world tends to get set aside. Kids who can name a favorite character, ask for a specific game, or tell you what happened at school stay far more engaged with communicating.

Fringe words also carry the social weight of a conversation. Talking about "my dog Max" or "that episode where SpongeBob" is what actually pulls peers in. Core words keep communication working. Fringe words make it sound like a person.

There's a developmental piece too. Specific nouns and verbs tied to activities a child cares about give them something to combine with their core words: "want Minecraft" is one fringe word plus one core word, and that's a genuine two-word phrase. Vocabulary growth in AAC users tends to follow the pattern seen in typical development: specific nouns first, then verbs, then descriptors ^[3]. Fringe vocabulary is what carries that progression forward.

Choosing the first words

Start with words the person actually wants to say, not the ones an adult thinks they should learn first. This is close to what ASHA calls vocabulary that's functional for the individual ^[1]. Spend a week paying attention to what the person tries to say but has no word for. Watch for repeated pointing or reaching toward something unnamed on the device, echolalia that keeps circling back to a specific topic (our guide to echolalia covers what that kind of speech is doing), a question you answer the same way ten times a day because the child always wants the same thing, or a daily activity that has no vocabulary on the device at all yet.

A useful target is 10 to 20 fringe words per major activity. 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. Favor words that come up at least once a day, that a core word can't easily stand in for ("cracker" earns its spot more than "food" does), and that visibly light the person up when they hear or see the thing itself. Resist adding everything at once. A page crowded with 80 symbols is harder to navigate than a clean page with 20 well-chosen ones. Start small, teach it well, then expand.

Adding a word on most devices

The exact screens differ, but the steps are nearly the same across Proloquo2Go, TouchChat, Snap Core First, LAMP Words for Life, Cboard, and most dedicated speech-generating devices.

First, get into edit mode. Nearly every system has a separate authoring mode so regular use doesn't accidentally change things: on Proloquo2Go it's under "Edit Mode" in the main menu, on TouchChat you tap the wrench icon, on Snap Core First you tap the pencil. Web-based open-source options like Cboard build editing directly into the interface ^[4].

From there, go to the page or category the word belongs in rather than dropping it on the home screen (unless it's genuinely high-priority): food, family, school, places, games. If the folder doesn't exist yet, you can build one, which is covered below. Tap an empty button, or use the add-button function, choosing a size if the system asks. Type the label, which is usually both what appears on the button and what gets spoken aloud unless you record custom audio. Add a symbol or photo: most paid apps include a symbol library (SymbolStix, PCS/Boardmaker, ARASAAC), searchable by the word itself, but if nothing matches, a real photo often works better for fringe words because it shows the actual dog, the actual food, the actual person. Then set the speech output, recording a custom clip if the default pronunciation is off, which happens often with nicknames or proper nouns. Save, exit edit mode, and test the button before you walk away. Some systems save automatically; others need an explicit save step.

Once you know the interface, this takes about 2 to 5 minutes per word. The first few times, give yourself 10 to 15 minutes per button while you're still learning where things are.

Platform by platform

On Proloquo2Go, once you're in edit mode, long-press any button to open its edit panel. The Label field is what gets spoken; the Message field overrides that if you want different spoken output. The symbol search pulls from SymbolStix automatically.

Snap Core First has a Vocabulary management area separate from the page editor, so you can build a word in the vocabulary bank first and then place it on any page. That keeps the same symbol paired with the same word everywhere it appears.

Worth knowing if you want a free option: ARASAAC, the Aragonese AAC portal, offers a free online symbol library at arasaac.org ^[5]. You can download images and drop them into almost any system. The symbols exist in multiple languages, and the license allows free non-commercial use.

Building a new page from scratch

Sometimes the folder you need doesn't exist yet: a kid obsessed with trains needs a "trains" page, a teenager following one sports team needs a page just for that. In edit mode, look for an "Add Page" or "New Board" option (it's in the Page Manager on Proloquo2Go, or under the page list on TouchChat). Name it something clear, like "Baseball" or "Grandma's house" or "Minecraft," and decide how many button cells fit: fewer, larger buttons for a user who needs bigger targets, more and smaller ones for someone with strong motor accuracy. Add a navigation button on the home screen or a parent page that links to it, since without that link the page simply can't be reached. Then fill it with 10 to 20 fringe words using the same steps as above.

One thing parents often miss: the navigation button into the new page has to sit somewhere the user already visits, and it needs a way back too, a "home" or "back" button, not just a way in. A page nobody can reach is wasted work. It also helps to keep new pages consistent with however the rest of the system is organized. If verbs are green and nouns are yellow elsewhere, keep that scheme going, since consistency is what makes words easy to find later.

Using real photos instead of symbols for fringe vocabulary

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

To do this, take a clear, well-lit photo of the object, person, food, or place, with a simple background and the item filling most of the frame. Get it onto the device (email, AirDrop, cloud storage, or a direct camera roll connection). Then, in edit mode, when you're choosing the button image, select "Camera Roll," "Gallery," or "Import from Photos" rather than searching the symbol library. Most apps let you resize and crop the image once it's in.

Photos are worth the extra effort for family members and pets, since those are always personal and never generic; for specific foods that don't match the generic symbol, like a child's particular brand of crackers; for real places (the actual park, the actual school, grandma's actual house); and for favorite toys or games with packaging the child recognizes on sight.

The tradeoff is time. You have to take the photo, transfer it, and import it, and if the object changes (the dog gets a haircut, the packaging gets redesigned) the button needs updating. Plan on checking these every so often, maybe once a semester.

Teaching a fringe word once it's on the device

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

The evidence-based method here is aided language stimulation, sometimes called modeling or ALgS ^[6]. You use the device yourself, in real situations, showing the person what the button does by pressing it as you talk. There's no drilling and no making the person repeat after you. You model and wait.

For a new fringe word, find two or three natural moments in the day when it fits, and during those moments, navigate to the button and press it yourself while speaking naturally: "Oh, you want Max? Let's find Max," then press the "Max" button. Do this across several days without pressuring the person to use it themselves. When they do use it, respond right away and naturally, since that response is what reinforces it. Research on AAC modeling suggests that consistent modeling across multiple communication partners speeds up word learning ^[7], which means it matters when parents, teachers, and therapists are all modeling the same new words. It helps to write a short shared list of the 5 fringe words you're working on that week and hand it to everyone in the person's environment.

For a highly motivating 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, and there's no solid population-level data on exact timelines since 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 to update the vocabulary

Fringe vocabulary has to grow with the person. A good working rule is to review the device 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?

Some events call for an update right away rather than waiting for the review: a new school year brings new teacher names and classroom activities, a new obsession (a show, a game, a hobby) shows up, a routine changes (a move, a new sibling, a shift in therapy schedule), a new medical situation needs explaining, or a season brings its own events, like holidays or sports.

One system that works well: keep a running note in your phone called "words to add," drop things into it during the week whenever you notice a gap, then batch-add them every few weeks instead of stopping to add one at a time.

Don't delete old fringe vocabulary unless a page is genuinely cluttered and the word hasn't been used in over a year. Storage on modern devices is cheap, and vocabulary you've already taught has value, so archive rather than delete when you can.

Common mistakes 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 is one of them: a device with 500 fringe words and no teaching behind them is less useful than one with 50 words that have actually been modeled consistently, so depth beats breadth. Another is choosing words adults think the child should want rather than words the child actually wants; a farm vocabulary page will sit unused if the child has no interest in farm animals, so it pays to follow the child's own motivation.

Skipping the navigation link is a quieter mistake: a page with 20 great fringe words that can't be reached from anywhere on the device does nothing, so the route to it always needs to be built in. Leaving the AAC user out of vocabulary selection is another; even very young or minimally verbal users can show preference if you hold up two options and watch how they react, and that preference matters.

Using the device only in therapy limits its usefulness too. Fringe vocabulary works best when it's modeled in the actual place where the word means something, so the "Max" button should get pressed at home when Max walks into the room, not on a picture card in a therapy office. And forgetting to train communication partners is probably the biggest one: 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.

Families working through related questions may find it useful to look at childhood apraxia of speech or autism spectrum speech therapy, both of which help put this vocabulary work in context.

Does an SLP need to be involved?

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

That said, you don't have to wait for an appointment to add obvious fringe vocabulary. If the family dog has no button and the child tries to talk about the dog every single day, add that word today. No professional permission is required for that.

Where an SLP matters more is in initial device selection and vocabulary architecture, choosing symbol sets and page organization systems, identifying vocabulary for academic and social contexts, and adjusting access methods, like switch scanning or eye gaze, that change how buttons need to be 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 the same words at home. A shared 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 for device setup and vocabulary programming.

Free resources for fringe vocabulary and symbols

ARASAAC (arasaac.org) is 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, and the license allows free use for non-commercial and educational purposes. Cboard (app.cboard.io) is a free, open-source AAC app that uses ARASAAC symbols and runs on web browsers and Android ^[4], which makes it a good no-cost way to test fringe vocabulary boards before committing to a paid system. OpenAAC (openaac.org) is a community effort building open-source AAC resources, including vocabulary lists organized by topic, with no single commercial vendor controlling it.

ASHA also maintains an online evidence map for AAC interventions that helps clinicians and families find research-backed approaches ^[1]; it's technical, but worth digging into if you want to go further. And 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 AAC Facebook groups. Quality varies a lot, but they're a fast way to start brainstorming.

For paid systems, most manufacturers run their own training libraries and pre-built vocabulary pages. Tobii Dynavox, PRC-Saltillo, and AssistiveWare each have online support centers with tutorials on adding vocabulary, and it's worth checking the manufacturer's site directly since those pages change too often to link reliably here.

Frequently asked questions

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

Core vocabulary is that small set of high-frequency words, want, more, go, stop, help, that, which make up 70 to 80 percent of what most people say on a given day. Fringe vocabulary is everything else: specific nouns, proper names, topic words tied to a particular interest or situation. Core words let you build sentences; fringe words make those sentences belong to a real person's life. Most AAC systems keep the two organized separately for this reason.

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

There's no magic number. A well-built device for a school-age child might carry 200 to 500 fringe words spread across several category pages. What matters more than the total is whether each word is relevant, actually taught, and easy to find. A better approach is to start with 10 to 20 words tied to one meaningful activity, teach those well, and grow the vocabulary from there.

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

Yes. Boards, binders, and PECS books all handle fringe vocabulary just fine. Print a symbol from a free library like ARASAAC, laminate it, and attach it to the right category page with hook-and-loop fastener. Teaching it works the same way it does on high-tech devices: model the symbol in context, make sure the person can reach it, and respond when they use it.

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

Devices issued through a school IEP are sometimes locked to protect the vocabulary layout. Start by talking to the child's SLP and asking for a team meeting to discuss specific words you want added. Parents have the right to be involved in vocabulary decisions under IDEA, which governs special education services. If the device is actually owned by the family rather than the school, you can edit it at home without asking permission, so it's worth clarifying ownership first.

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

Go into edit mode and add a new button in the family or people category, using the person's name as the label. A real photo works much better here than a generic silhouette. If the synthesized voice mangles the name, record custom audio instead. Place the button wherever the user is likely to bring that person up, whether that's 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?

Reach for a real photograph. For something very specific, like a particular toy brand or a family member, a photo usually communicates more clearly than any symbol could. Google Images works for finding and importing a clear picture, or you can use ARASAAC's free symbol request system to ask for something new. Some SLPs fall back on 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, sure, go ahead. You don't need clinical sign-off to add a button. Bigger changes are a different story: restructuring page organization, changing access methods, or switching symbol systems are worth doing with an SLP involved. Add words freely; change the architecture carefully.

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 in the natural moments when the word applies, alongside your normal speech, rather than drilling the person or demanding they repeat it. Model it consistently, two or three times a day, in real situations. Most highly motivating fringe words end up in independent use within two to four weeks when several communication partners model them consistently.

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

Start with the actual game titles they play, character names, and whatever actions or items come up constantly in conversation, things like "level," "boss," "die" (respawn), "controller," "multiplayer." If they play online with friends, their names are worth adding too. A dedicated "games" folder with 15 to 25 words works far better than scattering this vocabulary across general pages.

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

It can, if pages are poorly organized or getting to a word takes too many taps. Keep the fringe words used most often close to the home page, and push rarely-used ones deeper into the system. Some AAC software lets you place the same fringe word on multiple pages, so it's reachable from different contexts without extra digging. Your SLP can help you think through 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?

Adding the vocabulary itself works the same way, but layout matters a lot more. Eye gaze users do better with fewer, larger buttons per page, since motor precision is limited and scanning takes real effort. When you build fringe pages for eye gaze access, aim for 4 to 9 buttons per page, put the most important words in the corners where eye gaze tends to be most accurate, and stick to 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 core vocabulary doesn't already cover. Precise emotional words like "embarrassed," "overwhelmed," or "excited about" make great fringe vocabulary, and so do social phrases unique to someone's communication style, inside jokes, or lines from a favorite show that carry real meaning for them. Fringe vocabulary is defined by how specific it is, not by what part of speech it is.

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

Stick to consistent category names and color coding that match the rest of the device, and cap pages at 20 to 30 buttons. Put the most-used fringe words toward the top left, where eye movement naturally starts for most people, and make sure every page has a visible home button. It often helps to organize by activity, snack, bath, school, rather than by word type, since kids tend to think in terms of situations rather than categories.

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