Focus Words
(Sachse/Willke, 2011)
Modelling is one of the most successful strategies in AAC intervention. But often it is rather difficult to employ; especially for parents. Working with focus words might be a helpful strategy.
To help the students learn to understand and to use the words we suggest to work with so called focus words (Sachse/Willke 2011) or target words. As Gail van Tatenhove suggests, it is important to define a set of probably 150 target words that a student should learn over a longer period of time. Now to start, select and mark a couple of core words (max. 5-6). Choose words from different word classes i.e. with different colors and use these words with a high frequency over a certain period of time. Our suggestion is to use these words for six weeks before even evaluating whether or not the student is able to understand, use and/or combine these words. To just provide these words with a high frequency during several activities throughout the day is a huge help for some of the students. We have seen students that need this amount of input before they start imitating and using the words themselves. After the six weeks period the team can decide whether to keep working with the same words or to move on and to choose and mark 4-6 other words. If the first focus words were marked with a red dot, mark the new set with a green dot and do not remove the red dots. This way all the communication partners see which words are present focus words and were focus words before so they know they are supposed to use these words as much as possible.
One example:
|
Focus Words |
Notes |
Modeling Examples |
|
again, go, not, look |
Even though these words are the focus words, the communication partner is supposed to use more different words. |
Look! // I am not looking! // Look again. (Peek-a-boo) Should we go again? Again? // Go! // Not? (Slide, tickle up one's arm; swing and stop/interrupt swinging) Should Mum not go?* |
|
I/me (name), want, more, no |
It might be helpful to use the students' name as a focus word - this reflects how younger children speak and makes modeling easier. Additional to these words one should use the words ‘again, go, not, look' |
Does Peter want more? More? No? No. Peter wants more. |
|
you, do, what, we |
|
What do you want? What are you doing? Do we want to do it again? Do it again. Not? What does Peter want?... |
|
where, have, there, too |
|
... |
Note: * How many words and morphemes are used in modeling has to be decided individually. Gail van Tatenhove recommends that 2-3 more words/morphemes are used than the student uses him/herself. Therefore ‘Mum' could be modeled in this example as well.
For more information: Sachse, S./Willke, M. (2011): Fokuswörter in der Unterstützten Kommunikation. Ein Konzept zum sukzessiven Wortschatzaufbau. In: Bollmeyer, H. et al. (Hrsg.): UK inklusive - Teilhabe durch Unterstützte Kommunikation. Karlsruhe.