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Speech-language pathologist, Lacy Morise, and physical therapist, Nicole M. Sergent, team up to share insights, stories, strategies, and resources about child development on their popular blog.

How to score the communication matrix

How to use a pacing board for utterance expansion

The purpose of this paper is to explore the gradual development of verb-particle constructions in child language by examining longitudinal data from the spontaneous oral speech of Naima, an English-speaking girl from the Providence Corpus of the CHILDES database (MacWhinney, 2000; Demuth, Culbertson & Alter, 2006), between ages 0;11 and 3;10. My findings also support the claim that input and interaction play a major role in the language acquisition process. Indeed, by analyzing the emergence and usage of phrasal verbs by Naima, I will thus compare the top ten verb-particle construction types used by the child and the adult. Ultimately, I will show the correlation between the most frequently used phrasal verbs in adult speech and the earliest constructions acquired by Naima

The PHaVE List - A list of phrasal verbs with regard to frequency.

Does anyone explicitly teach the most frequent or first to emerge phrasal verbs to users of AAC.

The website of Chris Klein, a person who using his big toe to access an AAC device.

18 page PD on how to facilitate language

presentation by Chris Bugaj on how to facilitate speech and language for preschoolers.

Slidedeck featuring the 5 patterns of Minspeak

Kate Ahern's post on the (mis)perception that low-tech AAC should be explored before high-tech AAC

Lauren Enders Pinterest page on AAC: FAQ, Myths, and more

Van Tatenhove, Gail (2009); The Pixon Project Kit, Pittsburgh, PA: Semantic Compaction Systems - Adapted by Marcia Sterner, OCPS AT Team Introducing Core Vocabulary on an AAC System Establishing consistent use of core vocabulary can set AAC users up to me more effective and efficient communicators. Below are 12 modules designed to provide a plan for introducing sections of core vocabulary based on language function. Reinforce vocabulary within meaningful and motivating activities.

Episode #116 features a description of how and why to use core vocabulary (high frequency words) as the basis for an augmentative/alternative communication system. The entire episode was generated using only "Frequently Occurring Home and School Words" from the list generated in the article "Vocabulary-Use Patterns in Preschool Children: Effects of Context and Time Sampling" by Christine A. Marvin, David R. Beukelman, and Denise Bilyeu published in Augmentative and Alternative Communication, Volume 10 in December, 1994. The episode demonstrates that using only high frequency words users can still elicit complex, generative language. You might find it beneficial to listen to the episode twice or to read along as you listen to the episode. TRANSCRIPT: http://bit.ly/howtohelpsaythingstranscript