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Just show them!  \n• Model new words by pointing and saying them aloud  \n• Repeat what a pupil says and ADD a word to extend what they said e.g. pupil: “sword” Adult: “Yes it’s a BLUE sword”  \n• Be enthusiastic and as animated as your pupil needs to engage in the activity you have chosen  \nWhat does the pupil do?  \nBe nearby!  \n• They do not have to look  \n• They do not have to repeat your words or phrases  \n• They do not have to copy your pointing  \nReference  \nAAC Language Lab. (n.d.). Retrieved from [https://aaclanguagelab.com/](https://aaclanguagelab.com/)  \n[Banajee](Banajee), M., Dicarlo, C., & Buras Stricklin, S. (2003) . Core vocabulary determination for toddlers. Augmentative Alternative Communication, 19(2), 67-73.  \nBeukelman, D., Jones, R., & Rowan, M. (1989) . Frequency of word usage by nondisabled peers in integrated preschool classrooms. Augmentative Alternative Communication, 5(4), 243-248.  \nBeukelman, D., & Mirenda, P. (2013) . Augmentative and alternative communication. Baltimore, Maryland: Paul H. Brookes.  \nBinger, C., & Light, J. (2006) . Demographics of preschoolers who require  \nAAC. Journal of Language, Speech, and Hearing Service in Schools, 37(3), 200-208.  \nKent-Walsh, J., Stark, C., & Binger, C. (2008) . Tales from school trenches: AAC service-delivery and professional expertise. Paper presented at the Seminars in Speech and Language.  \nMcLeod, S. (2018) . Communication rights: Fundamental human rights for all. International Journal of Speech-Language Pathology, 20(1), 3-11.  \nThe Pixon Project. Retrieved from [https://store.prentrom.com/the-pixon-sup-tm-sup](https://store.prentrom.com/the-pixon-sup-tm-sup)project-kit  \nProject Core. (n.d.). Retrieved from [http://www.project-core.com/](http://www.project-core.com/)[ ](http://www.project-core.com/)[Unicef.](Unicef.) (1989) . Convention on the Rights of the Child.  \n\n|  |  |  |  |  |\n| --- | --- | --- | --- | --- |\n|  |  |  |  |  |\n|  |  | Phoenix Outreach Service\u003Cbr>0208 980 4740\u003Cbr>[admin@phoenix.towerhamlets.sch.uk](admin@phoenix.towerhamlets.sch.uk)\u003Cbr>49 Bow Road, Bow, E3 2AD |  |  |","cbCaimLBh9tp1bAV","https://ap.wps.com/l/cbCaimLBh9tp1bAV","pdf",280825,"English","# What\n## Why\n# Who\n# When\n# How\n## What does the adult need to do?\n## What does the pupil do?\n# Reference","[{\"question\":\"What is the Core Boards communication system used for?\",\"answer\":\"It is a symbol-based communication system using a consistent set of symbols for core words. It supports multiple communication functions such as requesting, commenting, protesting, and questioning.\"},{\"question\":\"Why do adults use Core Boards with pupils?\",\"answer\":\"Core Boards help pupils understand what others say and provide a clear way to communicate their thoughts and needs. For adults, it offers a way to extend a pupil’s language.\"},{\"question\":\"How should an adult present and model with the Core Board?\",\"answer\":\"Place the Core Board between you and the pupil so they can see the symbols clearly. Point to symbols while saying the words, use complete phrases, repeat what the pupil says, and add a word to extend the pupil’s message.\"}]","Phoenix School Autism Guide - Core Boards - Using Core Boards | PDF",1790586133]