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Although many resources exist for English speakers, there is an urgent need to extend evidence-based vocabulary tools to other languages. 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While numerous resources are available to support decision making for speakers of English, there is a pressing need to rapidly expand such resources for other languages. Spanish is the official language in 20 countries, and in other countries (e.g., United States) Spanish-speaking communities represent a substantial proportion of the population. The aim of this study was to produce a developmentally-relevant word list for use by Spanish-speaking children in the early stages of language development. The list was developed from an analysis of overlap between published and validated lists of words produced by young Spanish speaking children with typical development. The list includes a wide range of word classes and semantic categories and is proposed as a tool to assist professionals, families and software developers in the process of selecting an initial lexicon for children who require AAC and are learning Spanish. Implications of our findings for vocabulary selection and future research directions are discussed.  \nARTICLE HISTORY  \nReceived 19 February 2020 Revised 20 January 2021 Accepted 20 January 2021  \nKEYWORDS  \nAugmentative and alternative communication (AAC); initial lexicon; Spanish; vocabulary selection  \nAs the use of augmentative and alternative communication (AAC) continues to expand in Spanish-speaking countries and other countries with large Spanish speaking communities (e.g., United States), questions arise about the nature and content of vocabulary selection for an initial AAC system in Spanish. The topic of vocabulary selection for an initial lexicon (i.e., the first words to be taught) for children with atypical language development has been the center of considerable debate for several decades (e.g., Fristoe & Lloyd, 1980; Holland, 1975; Lahey & Bloom, 1977; Judge et al., 2020; Laubscher & Light, 2020; Quick, Erickson, & Mccright, 2019) . For instance, Holland (1975) advocated for a selection of a relatively small (35 words) “core lexicon in which a significant proportion of the lexical items can function in more than one grammatical slot” (p. 519) . Lahey and Bloom (1977) proposed that an initial lexicon should be ","cbCairpvkiyjrGaE","https://ap.wps.com/l/cbCairpvkiyjrGaE","pdf",1232107,12,"English","# Abstract\n## Study aim and context\n## Word list development method\n## Applications and implications","[{\"question\":\"What problem does the study address?\",\"answer\":\"Children with complex communication needs need appropriate vocabulary early to support interaction and language development, yet resources for languages beyond English are limited.\"},{\"question\":\"What is the goal of the research?\",\"answer\":\"To produce a developmentally relevant early Spanish word list for children who use AAC.\"},{\"question\":\"How was the Spanish word list created?\",\"answer\":\"It was developed from an analysis of overlap between published, validated word lists produced by young Spanish-speaking children with typical development.\"}]","An early Spanish vocabulary for children who use AAC - developmental and linguistic considerations | PDF",1790643307]