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It outlines benefits for understanding language structure and word order, strengthening expressive language through sentence length and clarification, and supporting motor planning by keeping icons in the same location to reduce cognitive load. It also gives practical guidance for starting, modeling correct use without testing, responding to pointing, using short grammatical phrases, repeating vocabulary throughout the day, expanding single words, and using icons flexibly across related meanings and grammatical endings.",{"@graph":69,"@context":127},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/using-a-core-board-childrens-treatment-network-of-simcoe-york/410687/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/using-a-core-board-childrens-treatment-network-of-simcoe-york/410687.png","ImageObject",300,407,{"name":92,"@type":93},"Olivia Brown","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119,123],{"name":110,"@type":111,"acceptedAnswer":112},"What is a core board used for?","Question",{"text":113,"@type":114},"A core board helps children communicate in any setting, supports language understanding (including structure and word order), supports expressive language (such as clarification and longer sentences), and aids motor planning by keeping icons in consistent locations.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How should communication partners introduce the core board?",{"text":118,"@type":114},"Partners should model core board use wherever possible, explore the tool together, talk about core words and where vocabulary is found, and respond appropriately when the child points to icons.",{"name":120,"@type":111,"acceptedAnswer":121},"What does “modeling” mean, and what should it avoid?",{"text":122,"@type":114},"Modeling means pointing to the vocabulary icon while speaking. It should not involve testing the child on where words are (for example, asking “where is GO?” or “find APPLE”).",{"name":124,"@type":111,"acceptedAnswer":125},"How can the core board be used to expand single words?",{"text":126,"@type":114},"Expand what the child says verbally or indicates by modeling a short phrase, such as turning “book” into “I want a book” or “bus” into “You see a bus,” and use it to add meaning to non-verbal communication as well.","https://schema.org",{"og:url":83,"og:type":129,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":131,"canonical":83},"index,follow",{"doc_id":133,"site_id":62},410687,1790665547,{"code":4,"msg":5,"data":136},{"doc_id":133,"user_id":137,"nickname":92,"user_avatar":138,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":139,"file_id":140,"file_url":141,"file_type":142,"file_size":143,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":8,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":81,"preview_page_count":4},16904993612988,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","USING A CORE BOARD  \nChildren’s Treatment Network of Simcoe York  \nAugmentative Communication Consultation Services (ACCS)  \nWHAT IS A CORE BOARD USED FOR:  \n• To teach children visual language and give them a way to express themselves in any setting/environment and with a variety of communication partners.  \n• To support their understanding of language (e.g., language structure, word order, etc.) .  \n• To support their expressive language (e.g., clarification, increase sentence length, support correct word order, etc.) .  \n• To support motor planning. This refers to keeping icons in the same location for consistency and easier access to vocabulary. Motor planning also decreases cognitive demands on the user (e.g., child, teacher, parent, EA, or other communication partners) .  \nWHERE DO I START WITH THE CORE BOARD?  \n• Students must be taught how to use their tool; all communication partners (e.g., teacher, EA, parent, sibling, daycare provider, and community member) should model using the Core Board wherever possible.  \n• Take time to explore the tool together, talk about the core words and where vocabulary is found.  \n• Respond appropriately when the child is pointing to icons. They are exploring, so provide them with the word as well as a context for that word (e.g., ‘EAT icon—“You are hungry, you want to eat” while pointing to the‘EAT icon; ‘PLAY’ icon—“You’re right! Your brother is playing a video game over there.”) .  \nHOW TO MODEL:  \n• Modelling means pointing to the icon (vocabulary) on the display when you speak.  \n• Modelling does not mean testing the child about the location of vocabulary (e.g.,“where is‘GO’?”,“find‘APPLE’”) .  \n• You do not need to model EVERY word you say (e.g.,“Let’s go play a game” but only model ‘Go’ and‘PLAY on the Core Board; “I feel tired. I need a nap” but only model ‘FEEL’ and‘NEED’ on the Core Board) .  \n• Model in short grammatically correct phrases (e.g., ‘I’ +‘GO’ +‘PARK’ while saying “I am going to the park”) .  \n• Aim to model vocabulary hundreds of times throughout the day as repetition helps learning. This practice helps to support the learning of both the child and communication partner.  \n• Model the same words in different contexts to help them generalize those concepts across situations (e.g.,‘GO’: to the park, to bed, to grandma’s, I want to go, you need to go, go away) .  \n• Don’t be restricted to the written labels on the pictures. You can use the same icon for related word meanings and grammatical endings (e.g., ‘GO’: go, going, gone, went, will go; ‘DO’: do, done, did, does;‘LOOK’: look, see, saw, looking) .  \nHOW TO EXPAND SINGLE WORDS:  \n• Expand on what the child says verbally or indicates using the Core Board:  \no If they say/request ‘book’, you could model “I want a book” while pointing to‘WANT’ and‘BOOK’on the Core Board.  \no If they say/comment ‘bus’, you could model “You see a bus” while pointing to‘LOOK’ on the Core Board.  \n• If the user communicates something non-verbally (e.g., points to something, uses a gesture, uses a sound effect), you can also use the Core Board to model and expand on the message they gave you (e.g., if their cup is empty and they hold it up to you, model “You want more juice”) .  \nReferences:  \n1. Aided Language Stimulation handout from An Overview From: Infusing Assistive Technology into Early Childhood Classrooms, Early  \nAsistive Technology Training Project Staff: (1996) . J. Wilcox, T. Norman-Murch, J. Oberstein, D. Kempka, M. Volkmann, E. Malena, &  \nC. Musselwhite.  \n2. Getting Started with Core handout: CTN ACCS July 2013  \n3. Flip‘n Talk Implementation handout: CTN ACCS August 2014  \nJanuary 2015","cbCaioMPCtjDZND5","https://ap.wps.com/l/cbCaioMPCtjDZND5","pdf",46984,"English","# WHAT IS A CORE BOARD USED FOR?\n# WHERE DO I START WITH THE CORE BOARD?\n# HOW TO MODEL\n# HOW TO EXPAND SINGLE WORDS","[{\"question\":\"What is a core board used for?\",\"answer\":\"A core board helps children communicate in any setting, supports language understanding (including structure and word order), supports expressive language (such as clarification and longer sentences), and aids motor planning by keeping icons in consistent locations.\"},{\"question\":\"How should communication partners introduce the core board?\",\"answer\":\"Partners should model core board use wherever possible, explore the tool together, talk about core words and where vocabulary is found, and respond appropriately when the child points to icons.\"},{\"question\":\"What does “modeling” mean, and what should it avoid?\",\"answer\":\"Modeling means pointing to the vocabulary icon while speaking. It should not involve testing the child on where words are (for example, asking “where is GO?” or “find APPLE”).\"},{\"question\":\"How can the core board be used to expand single words?\",\"answer\":\"Expand what the child says verbally or indicates by modeling a short phrase, such as turning “book” into “I want a book” or “bus” into “You see a bus,” and use it to add meaning to non-verbal communication as well.\"}]","USING A CORE BOARD - Children’s Treatment Network of Simcoe York | PDF",1790586124]