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

Last updated 2026-07-11

Why does vocabulary selection matter so much for AAC?

An AAC device is only as useful as the words on it. Set it up poorly and the device becomes a glorified picture menu, useful for ordering juice but not for much else. Set it up well and it becomes a real communication system, one your child can use to tell you they're scared, bored, angry, or excited.

Speech-language pathologists have studied vocabulary in natural communication for decades. The consistent finding is that a small set of words does enormous heavy lifting. One widely cited study by Beukelman, Jones, and Rowan (1989) found that approximately 50 words accounted for roughly 80% of words spoken in natural conversation ^[1]. Those words are almost entirely function words and verbs, not nouns.

That matters because families often do the opposite. They fill a device with nouns: milk, cookie, TV, park. Those words help a child request specific things, which feels immediately rewarding. But they don't help a child say 'I don't want that' or 'stop' or 'look at me.' The ability to communicate across contexts, rather than only make requests, is what builds real language ^[2].

The goal of early AAC vocabulary selection is not to replicate what a child already tries to say. It's to give them tools that work everywhere.

What is core vocabulary, and why should it come first?

Core vocabulary is the set of words that appear over and over across many people, situations, and topics. Words like 'want,' 'more,' 'no,' 'go,' 'stop,' 'help,' 'like,' 'get,' 'that,' 'put,' 'make,' 'look,' and 'come' fall into this category. They're mostly verbs, pronouns, prepositions, and descriptors rather than specific nouns.

ASHA (the American Speech-Language-Hearing Association) describes core vocabulary as words 'used frequently and across contexts by most speakers, regardless of age or situation' ^[2]. That universality is why these words belong on the device first. A word like 'go' works at the park, in the car, during a game, and when a child wants someone to leave the room. A word like 'swing' only works at the playground.

Research has produced several core vocabulary lists. The ones referenced most in clinical practice come from Beukelman and colleagues and from the work of Gail Van Tatenhove, whose 2009 core vocabulary resource is widely used by SLPs working with AAC users ^[3]. These lists typically include between 100 and 200 words that cover the great majority of communicative functions.

For a brand-new AAC user, especially a young child or someone just beginning with the system, starting with even 20 to 40 well-chosen core words beats a device packed with hundreds of nouns the child doesn't know how to reach. Less is more at first. Really.

What specific words should go on an AAC device first?

There's no single universal list, but there's strong consensus around a core set. If you're setting up a device for a child who is just starting AAC, these categories and words are the most evidence-supported starting points.

Words for expressing wants and rejections: more, want, stop, no, done, again

Words for commenting and getting attention: look, that, here, wow, uh oh

Words for directing action: go, come, get, put, open, give, help

Pronouns: I, you, my, mine (though pronoun use develops over time, having them available matters)

Descriptors: big, little, hot, yucky, good, bad, all done

Two words deserve special mention. 'No' and 'stop' should be among the very first words on any device. The ability to refuse, to say no to something unwanted, is a fundamental communicative right ^[4]. Many well-meaning families skip these because they worry about a child who says 'no' to everything. That's backwards thinking. A child who can say no is far less likely to communicate through behavior that looks like a meltdown.

'Help' earns its place early too. When a child can ask for help instead of shutting down or grabbing an adult's hand, everything gets easier for both of them.

The specific words you choose should also reflect your child's life. If bath time is a battleground, 'water,' 'all done,' and 'more' all belong somewhere accessible. If a specific TV show is the center of your child's universe, one or two key words from that show might belong in an easy-to-reach fringe folder. The point isn't rigid adherence to a list. It's starting from a research-based core and personalizing outward.

What is fringe vocabulary and when should you add it?

Fringe vocabulary is everything that isn't core: specific nouns, names, places, items, and activities unique to a person's life. 'Grandma,' 'soccer,' 'dinosaur,' 'pepperoni pizza,' these are fringe words.

Fringe vocabulary matters, and it belongs on the device. But timing and organization matter too. Adding too much fringe too early can work against communication by burying the core words the child needs most.

A reasonable approach: once your child is regularly reaching for 15 to 20 core words, start adding fringe vocabulary organized by topic or activity. Many AAC apps and devices use a folder structure for this. A 'food' folder might hold specific foods; a 'school' folder might hold teacher names, classroom activities, and school routines.

Watch for 'vocabulary bloat,' where the device has hundreds of words but the child uses a handful because the navigation is too complex. If a child has to tap four times to reach a word, they won't use it. Keep the most important core words in the fastest, most accessible spots on the screen ^[5].

For children using AAC devices with dynamic display (screens that change as you move through them), core words ideally stay in a consistent location on every page. That consistency cuts the cognitive load of moving through the system. The child learns where 'no' lives without having to search for it.

How many words should start on the device?

The honest answer: it depends on the child and the device, and there's no single right number.

For a child completely new to AAC with very limited expressive language, starting with 20 to 40 words is typical in clinical practice. That might feel small. It's not. Twenty well-chosen words the child can reliably reach and use are worth far more than 200 words they ignore.

For a child who already has some communication (maybe a few signs, some approximations, or an older device), the starting vocabulary can be larger. Some SLPs begin with a full 84-cell or 144-cell layout from day one, particularly for children who are strong visual learners and already have AAC exposure.

The best guidance comes from your child's speech-language pathologist, who should run a vocabulary assessment weighing the child's current communication functions, motor abilities, vision, and daily contexts ^[6]. If you don't yet have an SLP involved, early intervention services (available for children under 3 through IDEA Part C, and through Part B for school-age children) can connect you with one ^[7].

Nobody has clean data on the ideal starting number. What the research does support: quality of vocabulary selection beats quantity, and core words first produces better communication outcomes than noun-heavy setups ^[1].

Should you include words your child can already say verbally?

Yes, and this surprises many families.

Some parents assume that if a child can already say 'no' out loud, they don't need it on the device. But AAC isn't meant to replace speech. It's meant to support communication in every condition, including times when a child's verbal speech breaks down, gets unclear, or takes too much effort ^[2].

Children with apraxia of speech are a clear example. A child might say 'more' verbally when calm, but when distressed or tired, that word disappears. Having it on the device means communication doesn't have to stop. The same logic applies for autistic children whose verbal output rises and falls with stress, environment, or sensory state.

Overlap between what a child can say out loud and what's on their device also reinforces language. Using the AAC symbol while saying the word out loud is a strategy called aided language stimulation (also called modeling), which research supports as one of the most effective ways to build AAC use ^[8].

So yes: include words the child already knows. The device reinforces them and provides backup.

How do core vocabulary lists compare across AAC systems?

Different AAC apps and devices ship with their own pre-loaded vocabulary systems. Here's an honest comparison of how the major ones handle core vocabulary.

Every paid app costs money, often real money. Proloquo2Go costs around $249.99 on the App Store; TouchChat with WordPower HD runs a similar price range. Low-tech core boards, which are simply printed symbol boards, cost essentially nothing and are a legitimate starting point while you wait for device funding or an evaluation.

Don't let cost stop you from getting started. A printed core board with 36 words can do more than a $300 app nobody uses.

What about children who use echolalia? Do they need different vocabulary?

Children who use echolalia, repeating phrases or scripts they've heard, sometimes seem like they don't 'need' AAC because they produce a lot of verbal output. That framing misses something.

Echolalia is often communicative, but it's constrained. A child might repeat 'do you want a snack?' when they want a snack, borrowing a memorized script instead of a novel phrase. An AAC device can work alongside echolalia, giving them tools for situations where no script fits.

For these children, vocabulary selection should include both core words and some of the specific scripts or phrases that mean something to them. If a child always uses a particular phrase to signal distress, that phrase might belong on the device as a quick-access option, next to the core words that let them build new expressions over time.

For a deeper look at how echolalia intersects with communication development, see our piece on echolalia meaning.

How should you organize vocabulary on the device for a young child?

Organization matters as much as word selection. A device with perfect vocabulary a child can't move through is useless.

For young children (roughly under 5) or children new to AAC, a simple single-level layout usually works best: one screen, all core words visible, no folders to open. Grid sizes of 15 to 42 cells are common starting points. Every cell should be reachable in one tap.

As the child develops and starts combining words, a two-level system makes sense: core words on the main page, fringe categories (food, people, places, activities) reached through folder buttons.

Symbol size matters too. Larger symbols are easier to target, especially for children with motor differences. If your child is using AAC for autism spectrum communication needs, ask the SLP whether a high-contrast symbol set or a specific grid size makes sense.

Colors often code word classes: verbs in green, nouns in yellow, descriptors in blue, pronouns in orange. This coding system, developed by Goossens, Crain, and Elder, is common in AAC and helps children (and the adults modeling for them) find words faster ^[5].

One setup step that often gets skipped: keep the device somewhere the child can always reach it, not stored away. AAC only works when it's available.

What does aided language modeling mean and why does it change everything?

You can set up a perfect device and still watch your child barely touch it, because using AAC takes learning, and learning takes modeling.

Aided language modeling (also called aided language stimulation or ALgS) means the people around the AAC user also touch symbols on the device during natural conversation. Not to drill the child. Not in a clinical way. Just casually, the way you'd use words in any conversation, while pointing to the symbols. You say 'go' and touch 'go' on the device. You say 'more?' and touch 'more.'

A 2006 study by Drager and colleagues found that aided language stimulation significantly increased symbol comprehension and use in young children with complex communication needs ^[8]. This is probably the single most useful thing families can do at home, and it takes no special training.

What it does take is time and consistency. Parents, grandparents, teachers, and caregivers should all model on the device. The expectation isn't that the child uses the words right away. The expectation is exposure, the same way a baby hears thousands of spoken words before the first one comes out.

If you want a tool that supports modeling at home between therapy sessions, that's exactly the gap Little Words was built to fill. You can take a short quiz at littlewords.ai/start to see whether it fits your child's profile.

The core principle holds no matter what tools you use: model on the device constantly, expect nothing back right away, and trust the process.

Should the vocabulary be different for a nonverbal child versus a minimally verbal one?

Mostly no, with some nuance.

The core vocabulary approach applies to both. A completely nonverbal child and a child with a few words both benefit from starting with high-frequency core words that carry across situations. The research on core vocabulary doesn't sort children by verbal output level.

The nuance is in vocabulary density and device complexity. A minimally verbal child who already uses some words functionally might be ready for a fuller layout sooner, because they already have some expressive framework to hang new words on. A child who has had very limited communication success of any kind might need a slower build, starting with fewer symbols and expanding once they show reliable access.

Motor considerations matter here too. Children with childhood apraxia of speech may need a device layout built around motor planning, where the same word always sits in the same physical spot. That consistency lets motor memory build, which is different from a layout tuned purely for word frequency.

Whatever the starting point, the goal is the same: give the child more communicative power than they had yesterday.

When should you involve a speech-language pathologist versus setting up the device yourself?

Involve an SLP as soon as possible. That's the direct answer.

ASHA recommends that AAC assessment and implementation be led by a speech-language pathologist with AAC expertise ^[6]. The SLP can assess the child's current communication functions, motor skills, vision, and cognitive profile to recommend both the right device type and the right vocabulary setup. Guessing at this without professional input often means months of a poorly set-up device that never gets used.

That said, families face real waiting lists. AAC evaluations through the public school system can take weeks to months. Private SLPs who specialize in AAC can be hard to find in some areas, and AAC evaluations are expensive (typically $1,000 to $3,000 out of pocket if insurance doesn't cover, though most states require insurance coverage for AAC under specific laws, and school-age children may receive devices through IDEA) ^[7].

While you wait: print a low-tech core board. Organizations like CoughDrop and AssistiveWare offer free downloadable core boards. Set it up with 20 to 30 core words. Start modeling. You won't do it perfectly without professional guidance, but you won't do harm either, and you'll build the habit before the device arrives.

For ongoing speech therapy support, ask specifically for an SLP who has AAC listed as a primary practice area or who holds relevant AAC training. Not every SLP has deep AAC experience.

What are the biggest mistakes families make when setting up AAC vocabulary?

A few patterns come up again and again.

The biggest one: loading the device with nouns and calling it done. A device full of food pictures might help a child request snacks, but it won't help them say 'I don't want that' or 'I feel sick' or 'I'm tired.' Start with core. Add nouns into fringe folders over time.

Second most common: putting the device away when the child isn't 'in therapy mode.' AAC isn't a therapy tool. It's a communication system. It should be within reach all day, the way speech is available all day.

Third: expecting the child to use the device without anyone modeling on it first. Would you expect a child to speak a language they've never heard? Modeling isn't optional.

Fourth: changing the device constantly, moving words around, trying a new layout every few weeks. Consistency matters enormously. A child needs to build motor memory and visual familiarity with the layout. Changing it often resets that process. Pick a layout, commit to it for at least a few months, and add to it in small steps rather than redesigning it.

Fifth: treating AAC as a last resort after verbal speech 'fails.' Research does not support the idea that AAC prevents speech development. A 2006 meta-analysis by Millar, Light, and Schlosser found no negative effects of AAC on speech development and found positive effects in several cases ^[11]. The earlier a child has access to a strong communication system, the better.

Frequently asked questions

What is the most important word to put on an AAC device first?

Most SLPs would say 'no' or 'stop.' The ability to refuse is a fundamental communicative right, and children who can say no through their device are less likely to communicate refusal through behaviors that look like meltdowns. After that, 'want,' 'more,' 'help,' and 'go' are typically among the first 10 words for good reason: they work in almost every situation a young child encounters.

Should I add my child's name to their AAC device?

Yes, though it may not need to be on the first page. A child's own name, family member names, and caregiver names (fringe vocabulary) are personally meaningful and worth adding relatively early. Keep them in a 'people' folder rather than on the main core vocabulary page. Core words stay front and center; names live one tap away.

Can a two-year-old use an AAC device?

Yes. There is no minimum age for AAC, and AAC research and ASHA guidance both support starting as early as communication needs are identified. The vocabulary setup for a two-year-old emphasizes a very small, simple layout of 15 to 20 core words with large symbols and minimal navigation. The earlier a child has access to a communication system, the more language exposure they accumulate.

Does AAC slow down speech development?

No. A 2006 meta-analysis by Millar, Light, and Schlosser reviewed the evidence and found no negative effects of AAC on natural speech development. In fact, several studies found positive effects. This concern, sometimes called 'AAC will make my child stop trying to talk,' is not supported by the research. AAC and verbal speech development can and do happen at the same time.

What is aided language modeling and how do I do it at home?

Aided language modeling means touching the symbols on your child's AAC device during everyday conversation, the same way you'd use spoken words. You say 'let's go' and touch the 'go' symbol. You ask 'more?' and touch 'more.' No drills, no flash cards. Just natural conversation with simultaneous symbol touching. This builds the child's understanding of what the symbols mean and how to use them, the same way hearing spoken language teaches babies to talk.

How do I get an AAC device funded for my child?

School-age children may receive AAC devices through their IEP under IDEA. Children under 3 may access funding through Early Intervention (IDEA Part C). Many private insurance plans are required to cover AAC under state mandates, though coverage varies significantly by state. Medicaid generally covers AAC as a medically necessary device. A speech-language pathologist can write the documentation needed to support a funding request.

What is fringe vocabulary and how is it different from core vocabulary?

Core vocabulary is the small set of high-frequency words (like 'want,' 'more,' 'stop,' 'go') that appear across almost all conversations. Fringe vocabulary is specific to a person's life: food names, people's names, activities, places. Core vocabulary typically covers about 80% of daily communication with just 50 to 100 words. Fringe vocabulary personalizes the system. Both matter, but core should come first.

How many words should a beginner AAC device have?

For children new to AAC, 20 to 40 well-chosen core words on a simple, single-page layout is a common clinical starting point. This feels small but works well because it's easy to move through and easy to learn. Devices with hundreds of words a child can't move through produce less communication than smaller, well-organized ones. Vocabulary grows over time as the child shows reliable access to what's already on the device.

Should AAC vocabulary be different for a child with autism versus apraxia?

The core vocabulary priority is the same for both. Where things differ is layout and organization. Children with childhood apraxia of speech often benefit from AAC systems built around consistent motor placement (like LAMP Words for Life), where each word always lives in the same physical spot. Autistic children may need vocabulary that includes scripts or phrases meaningful to them, alongside core words. An SLP familiar with the child's specific profile should guide these decisions.

Can I set up an AAC device myself without a speech therapist?

You can get started, especially with a low-tech core board, but professional guidance from an SLP with AAC expertise is strongly recommended. An SLP will assess your child's motor abilities, vision, communication functions, and cognitive profile to recommend the right layout, vocabulary set, and device type. Setting up a device without that assessment risks months of the wrong setup. While you wait for an evaluation, print a free core board and start modeling.

What is a core vocabulary board and where can I get one for free?

A core vocabulary board is a low-tech printed sheet with symbols for the most common, functional words. Many are available free online. AssistiveWare, CoughDrop, and ASHA all offer free downloadable core boards. The Tar Heel Reader project and PrAACtical AAC website also host free resources. A laminated core board with 36 symbols and a clear layout is a legitimate starting point while you wait for a funded device.

How do color coding systems for AAC work?

Color coding on AAC devices uses consistent colors for grammatical word classes: verbs are often green, nouns yellow, describing words blue, pronouns orange, social words pink. This system, developed by Goossens, Crain, and Elder, helps both the AAC user and communication partners find words by type quickly. Not all AAC systems use color coding, but it's common in clinical practice and most mainstream apps support customization.

My child only uses their AAC device at therapy. How do I get them to use it at home?

This is one of the most common challenges families face. The main fix is access: the device needs to be physically within reach at all times, not stored away. The second fix is modeling: everyone in the home touches the device during conversation, every day. If only the therapist uses the device, the child learns it's a therapy object. If the family uses it casually throughout the day, the child learns it's a communication tool.

What happens if my child's AAC vocabulary doesn't match what they want to say?

This is normal at first, and it's a signal to expand vocabulary thoughtfully. Watch for what your child tries to communicate that the current vocabulary doesn't cover. Keep a simple log for a week. Bring it to your SLP. Adding vocabulary in response to observed communicative intent works better than adding words based on guesswork. The goal is always to give the child more expressive range than they currently have.

Sources

1. Beukelman, Jones & Rowan (1989). Frequency of word usage by nondisabled peers in integrated preschool classrooms. Augmentative and Alternative Communication.: Approximately 50 core words account for roughly 80% of words spoken in natural conversation
2. ASHA (American Speech-Language-Hearing Association). Augmentative and Alternative Communication overview.: ASHA describes core vocabulary as words used frequently and across contexts by most speakers, regardless of age or situation; AAC is not meant to replace speech but to support communication
3. Van Tatenhove, Gail (2009). Building Language Competence with Students Using AAC Devices: Six Challenges. Perspectives on Augmentative and Alternative Communication, ASHA.: Gail Van Tatenhove's core vocabulary resource is widely used by SLPs working with AAC users
4. ASHA. Augmentative and Alternative Communication: Ethical Issues.: The ability to refuse and say no is a fundamental communicative right for AAC users
5. Goossens', C., Crain, S., & Elder, P. (1992). Engineering the Preschool Environment for Interactive Symbolic Communication. Southeast Augmentative Communication Conference Publications.: Color coding by grammatical word class and consistent core word placement reduce navigation cognitive load in AAC
6. ASHA. Roles and Responsibilities of Speech-Language Pathologists in Augmentative and Alternative Communication.: ASHA recommends that AAC assessment and implementation be led by a speech-language pathologist with AAC expertise
7. U.S. Department of Education. IDEA: Individuals with Disabilities Education Act.: Early intervention services for children under 3 are available through IDEA Part C; school-age children may receive AAC devices through Part B IEP services
8. Drager, K.D.R., et al. (2006). Effects of aided AAC modeling on AAC use and language development. Journal of Speech, Language, and Hearing Research.: Aided language stimulation significantly increased symbol comprehension and use in young children with complex communication needs
9. AssistiveWare. Proloquo2Go: Research and evidence base.: Proloquo2Go uses SymbolStix symbols with research-based layouts and consistent core word placement across pages
10. Millar, D.C., Light, J.C., & Schlosser, R.W. (2006). The impact of AAC on the speech production of individuals with developmental disabilities. Journal of Speech, Language, and Hearing Research, 49(2), 248-264.: Meta-analysis found no negative effects of AAC on natural speech development and found positive effects on speech production in several cases
11. American Academy of Pediatrics (AAP). Developmental Surveillance and Screening.: AAP supports early identification and referral for children with communication delays, including AAC evaluation when appropriate
12. Binger, C. & Light, J. (2007). The effect of aided AAC modeling on the expression of multi-symbol messages by preschoolers who use AAC. AAC: Augmentative and Alternative Communication.: Aided language modeling increased multi-symbol message production in preschool AAC users