When families are new to AAC, the instinct is often to load a device with nouns — animals, foods, toys, family members’ names. It makes intuitive sense: those are the words that feel most exciting and personal. But most AAC systems are built around a different starting point entirely, called core vocabulary, and understanding why can make a huge difference in how quickly a child builds real, flexible communication.
What core vocabulary actually means
Core vocabulary refers to the small set of words that make up the vast majority of everyday spoken language — words like “go,” “stop,” “more,” “want,” “not,” “help,” and “it.” Research on natural language use, across ages and communication styles, consistently finds that a surprisingly small number of these flexible, high-frequency words account for most of what people actually say, far more than specific nouns like “elephant” or “birthday cake.”
Why core words come first
- Core words can be combined into an enormous range of sentences — “go,” “more,” and “not” alone can build dozens of different messages across every activity of the day.
- They’re useful everywhere: in the kitchen, on the playground, at bath time, unlike a topic word that’s only relevant in one setting.
- Learning a small, stable set of buttons deeply builds motor planning — a child’s fingers learn exactly where “go” and “stop” live, making them faster and more automatic over time.
- They model how language actually works grammatically, forming the scaffolding for combining words into phrases and sentences later on.
Fringe vocabulary still matters
Nouns and topic-specific words — called “fringe vocabulary” — absolutely have a place on an AAC system too. They just aren’t the foundation. Fringe words tend to be added around a stable, consistent set of core words, so a child can combine “more” with “bubbles” one day and “more” with “swing” the next, getting far more communicative mileage out of a smaller, more stable set of buttons.
What this looks like in real life
- A device set up with core vocabulary lets a child say “go” to mean “let’s go,” “I want to go,” or “the car is going,” depending on context and combined words.
- The same “more” button might mean more snack, more swinging, or more of a favorite song, used dozens of times a day across totally different situations.
- Fringe words like “dinosaur” or “grandma” get layered in around this steady core, rather than replacing it.
Supporting core vocabulary use at home
- Model on the device yourself throughout the day, even when your child isn’t actively using it — this is called aided language input, and it’s one of the most powerful teaching tools available.
- Narrate your own actions using core words: “I’m going. I’m stopping. More, please.”
- Resist the urge to only bring the device out for requesting; model it during play, books, and everyday routines too.
- Celebrate any use of core words, even imperfect or unexpected combinations — communication, not perfection, is the goal.
When to reach out
If your child is a candidate for AAC, has a device that isn’t being used as much as you’d hoped, or you’re not sure whether the current vocabulary setup fits your child’s needs, an AAC evaluation or check-in can help. The goal isn’t a device that simply requests items — it’s a tool your child can use to comment, protest, ask questions, and connect, the same way spoken language works for anyone else.
Ready to talk it through?
Communication Cottage Therapy offers a free 15-minute consultation to answer your questions and help you decide on next steps. We provide in-home, in-daycare, and clinic-based Speech, Occupational, Physical, and Feeding Therapy services to children across Myrtle Beach and the surrounding areas.
*Virtual services may be made available on request. Reach out anytime — we’d love to meet your family.
