How to Teach Core Words in AAC: Where to Start, 8 Strategies, and 15 Activities

You've set up your child's AAC device with a solid set of core words. The grid is organized, the symbols look great, and you're ready to go. Now what?

This is where most families get stuck. Having core words available on a device is necessary, but it's not enough. Children don't learn to use AAC just by having access to it, the same way they don't learn to talk just by hearing language. They need someone to show them how.

This guide covers the whole arc: which words to teach first, the strategies that make teaching work, activities you can run today, and how to know when it's time to add more vocabulary. If you want the underlying research on why core vocabulary matters at all, see core words vs fringe words. For a full reference list, browse the core words list for AAC.

Part 1: Which Core Words to Teach First

When parents set up an AAC device for the first time, the instinct is to fill it with nouns. Cookie, juice, ball, car, iPad, dog. These are the words their child seems to want most, so they feel like the obvious place to start.

But nouns are specific. "Cookie" only gets you a cookie. Now think about the word "more." More cookies. More juice. More swinging. More music. More tickles. One word, dozens of situations.

These 10 words are high-frequency, high-utility, and applicable across many situations. You don't need to teach all 10 at once. Start with 2 to 3 and add more as your child begins to use them.

1. More

The single most useful first word. It works with food, activities, sensory play, music, books, and anything else your child enjoys. It's also easy to model because the opportunities are constant.

Model it during: Snack time, swing time, bubbles, reading books, pouring water.

2. Stop

Gives your child the ability to end something they don't like. This is a big deal. Many behavioral challenges stem from a child's inability to say "I don't want this." "Stop" is the solution.

Model it during: Tickle games (tickle, stop, tickle, stop), running water, noisy toys, rough play.

3. Want

Direct requesting. "Want" is the gateway to two-word combinations: "want cookie," "want go," "want more." Once your child has "want," they can begin combining it with other words to form simple sentences.

Model it during: Anytime you're about to give them something. "You want crackers? Want."

4. Go

An action word that pairs naturally with play. Cars go. Swings go. You go down the slide. It's also one of the first words children can use to initiate an activity, not just respond to one.

Model it during: Pushing cars, swinging, sliding, running, starting any activity.

5. All done

Signals the end of an activity. This is especially valuable for transitions, which are hard for many children. "All done" gives them a way to participate in the transition instead of having it happen to them.

Model it during: End of meals, end of bath, end of screen time, packing up toys.

6. Help

Teaches your child to ask for assistance instead of getting frustrated. Frustration often leads to meltdowns or giving up. "Help" gives them a third option: ask someone.

Model it during: Opening containers, reaching high shelves, putting on shoes, any task where they're struggling.

7. No

Not just refusal. "No" is an opinion, a boundary, and a safety word. Children who can say "no" reliably have more control over their environment, which reduces anxiety and challenging behavior.

Model it during: Offering non-preferred items ("You want broccoli? No? Okay."), asking questions with obvious answers.

8. Yes

The partner to "no." Together, they give your child the ability to answer any yes/no question, which dramatically expands how much they can participate in conversation.

Model it during: "Want more? Yes!" "Is that yummy? Yes!" Confirm their choices.

9. I / my

Introduces the concept of self-reference. "I want," "my turn," "I like." These words are foundational for building longer sentences and expressing personal preferences.

Model it during: Turn-taking games, choosing activities, expressing preferences on their behalf. "My turn. Your turn. My turn."

10. That

A powerful pointer word. "That" lets your child indicate what they want without needing to know the specific noun. If they see something interesting across the room, "want that" gets the message across even without a symbol for the specific item.

Model it during: Looking at books ("What's that?"), choosing between items, pointing at things in the environment.

Quick reference card

Print this and stick it on the fridge:

If your child is a toddler

The 2 to 3 year old range deserves a specific note, because this is where the core word approach pays off fastest.

When you listen carefully to a typically developing 2-year-old, you'll notice they don't mostly say nouns. The words they use most often are words like "more," "no," "mine," "want," "go," "uh oh," and "that." Banajee, DiCarlo, and Stricklin (2003) studied toddler vocabulary in naturalistic settings and found exactly this: the most frequently used words were overwhelmingly core vocabulary, not nouns.

This makes intuitive sense. A toddler might say "dog" once when they see a dog. But they'll say "more" 30 times in a single meal, and "no" 50 times before lunch.

For toddlers specifically, add mine to the starter list above. It's a power word at this age, expressing ownership and identity, both developmentally central for 2 to 3-year-olds and especially motivating for children with siblings.

Typically developing toddlers don't jump from single words to full sentences. There's a critical middle stage: two-word combinations, usually appearing around 18 to 24 months. And almost every two-word combination includes at least one core word:

The core word is the engine of the sentence. The fringe word adds specificity. A child who knows "more," "want," "no," and "go" plus five nouns can create 20 different two-word combinations. A child who knows 20 nouns and no core words can only label 20 things.

If your toddler has limited spoken language, there's no reason to wait to start. Research has consistently shown AAC does not prevent or delay speech development. See does AAC delay speech and AAC for toddlers.

Part 2: 8 Strategies That Actually Work

These strategies are well-researched and not complicated. You don't need special training or expensive materials. You need consistency, patience, and a few techniques you can weave into everyday routines.

1. Aided language input (modeling on the device)

What it is: You use your child's AAC system yourself. While you talk to your child, you simultaneously point to or press the corresponding words on their device. The research community calls this "aided language stimulation" or "aided language input." Binger and Light (2007) demonstrated that aided language modeling significantly increases children's use of multi-symbol messages on AAC devices.

Why it matters: This is the single most important strategy on this list. Children learn language by watching other people use it. If you only ever expect your child to use the device while you speak out loud, you're asking them to learn a communication system that nobody else uses. That would be like moving to a foreign country where everyone speaks the language but nobody ever shows you how.

Example: At snack time, you say "Do you want more crackers?" While saying it, you press "want" and "more" on your child's device. You don't need to hit every word. Just the key core words.

Tip: Start by modeling one to two words per sentence. Don't try to model every single word you say. That slows you down and makes the interaction feel unnatural. Over time, as you get faster with the device, you can model more. See how much AAC modeling is enough? and aided language stimulation explained.

2. Recasting

What it is: When your child communicates something (using their device, gestures, sounds, or any other means), you rephrase their message using core words on the AAC device. You're not correcting them. You're showing them a different, often more complete, way to say the same thing.

Why it matters: Recasting meets your child where they are and shows them the next step. It's a natural way to expand vocabulary without putting pressure on the child to produce something specific. Because you're responding to their actual intent, it's immediately relevant and meaningful.

Example: Your child points to a ball. You pick up the device and say, "You want ball!" while pressing "want" on the device. Your child pressed a single symbol for "eat." You respond by modeling "want eat" or "eat more" on the device.

Tip: Keep your recast close to what your child said. If they used one word, recast with two. If they used two, try three. Jumping too far ahead can make the recast feel disconnected from what they were actually trying to say.

3. Expectant delay

What it is: After creating an opportunity for communication, you pause and wait. You look at your child expectantly. You give them time to process, find the word, and respond. This usually means waiting 5 to 10 seconds, which feels much longer than it sounds.

Why it matters: Many adults, with the best intentions, jump in too quickly. They ask a question and immediately answer it themselves, or they see their child hesitate and press the button for them. Expectant delay gives your child the processing time they need. AAC users often require more time than verbal speakers because they have to locate the symbol, plan a motor movement, and then execute it.

Example: You hold up two snacks and say, "What do you want?" Then you wait. You look at your child. You glance at the device. You don't say anything else. If they don't respond after several seconds, you can model the answer yourself ("I want crackers") and try again next time.

Tip: Count silently to yourself. It feels awkward at first, but the wait is what gives your child the opening to participate. If you always fill the silence, they learn that you'll handle the communication for them.

4. Communication temptations (sabotage)

What it is: You set up situations that naturally motivate your child to communicate. Sometimes this means putting a desired item just out of reach. Sometimes it means "forgetting" something on purpose. The key is creating a genuine reason for your child to use their device.

Why it matters: Communication happens when someone has something to say. If all of your child's needs are anticipated and met before they have to ask, there's no reason to communicate. Communication temptations create small, low-pressure moments where using the device is the easiest way to get what they want.

Example: You give your child a sealed container of their favorite snack, but you don't open it. They need to request "open" or "help." Or you start blowing bubbles and then stop. They need to say "more" or "go" to get the bubbles going again.

Tip: Don't make it frustrating. The point isn't to withhold things or make your child upset. The point is to create a small, solvable communication challenge. If they get distressed, help them immediately. The goal is motivation, not frustration.

5. Expansion

What it is: When your child uses a word or symbol, you repeat it and add one more word. This is similar to recasting but specifically focused on building utterance length one word at a time.

Why it matters: Expansion is how children naturally move from single words to two-word combinations to full sentences. By consistently adding one word to what your child says, you show them the next natural step without overwhelming them. Over time, they begin to internalize those longer patterns.

Example: Your child presses "go." You respond: "Go outside!" while modeling both words. Your child presses "more." You say: "More bubbles!" and model it.

Tip: Always repeat your child's word first before adding the new one. This acknowledges what they said and shows them you understood. Then the added word feels like a natural continuation, not a correction.

6. Core word of the week

What it is: You choose one core word and focus on it for an entire week. You find as many natural opportunities as possible to model and use that word throughout daily routines. Everyone in the child's life (parents, siblings, teachers, therapists) focuses on the same word.

Why it matters: Repetition across contexts is how vocabulary sticks. Hearing and seeing "go" during breakfast, at the park, during car rides, and at bedtime helps your child understand that "go" isn't a word that belongs to one situation. It's a flexible word that works everywhere.

Example: This week's word is "help." At breakfast, you model "help pour." During play, "help build." At bath time, "help wash." When getting dressed, "help zipper."

Tip: Pick words that come up frequently in your child's actual routine. "Help," "more," "go," "want," "stop," and "all done" are all excellent choices for early weeks. Keep a visible reminder so everyone remembers the target word.

7. Embedding in routines and play

What it is: Instead of setting aside a special "AAC practice time," you weave core word modeling into activities your child is already doing. Mealtimes, bath time, getting dressed, playing with toys, reading books, going to the park.

Why it matters: Language isn't learned in isolation. If "more" is always taught at a table during therapy, your child might think "more" is a therapy word. But if they hear and see "more" during bubbles, during snack, during swinging, and during reading, they learn that "more" is a word for life.

Kent-Walsh and McNaughton (2005) emphasized that training communication partners to use these strategies in natural contexts is one of the most critical factors in AAC success. It's not about what happens in the therapy room. It's about what happens the other 23 hours of the day.

Example: During a playground trip, you model "go" when your child is about to slide, "more" when they want another push on the swing, "help" when they need a boost, and "stop" when the merry-go-round is spinning too fast. See AAC at the playground and daily routines for AAC practice.

Tip: You don't need to turn every moment into a teaching moment. Pick two or three routines each day where you intentionally model core words. Let the rest of the day just be life.

8. Reading books together with AAC

What it is: During shared book reading, you use your child's AAC device to model core words that appear in the story. You might also pause at predictable moments and let your child fill in a word using their device.

Why it matters: Books are full of repetitive, predictable language, which is perfect for core word practice. Many children's books repeat the same phrases on every page, giving your child multiple chances to hear, see, and use the same core words. Shared reading also builds literacy skills alongside communication skills. See AAC and literacy.

Example: You're reading a book about animals. On each page, you model "look" and "see" on the device. At a predictable moment, you pause and let your child press "more" to turn the page, or "what" to ask about the next animal.

Tip: Choose books with simple, repetitive text. Pick two or three target words for each reading session and focus on those.

Putting the strategies together

You don't need to use all eight in every interaction. A typical five-minute play session might look like this:

1. You set up a communication temptation (putting a favorite toy in a clear container).
2. You wait (expectant delay) to give your child time to respond.
3. Your child reaches toward the container. You model "want open" on the device (aided language input).
4. Your child presses "open." You expand: "Open it!" and open the container.
5. When the toy runs down, your child presses "more." You recast: "More car go!"

That's five strategies in under a minute, and none of it felt like "therapy." It just felt like playing.

Part 3: 15 Activities You Can Run Today

You know core words are important. You've read about modeling. But when it's 3 PM on a Tuesday and your kid is staring at you, you need something specific.

Before diving in, a few ground rules:

1. Model on the AAC device yourself. Don't just say the words out loud. Press the buttons as you say them.
2. Don't require your child to press buttons. These activities create opportunities. Your job is to model.
3. Pick 2 to 3 target words per activity. Trying to target 10 words at once dilutes the learning.
4. Keep sessions short. Five to ten minutes of focused practice beats 45 minutes of half-hearted effort.

Play-based activities

1. Bubbles (more, pop, go, big, my turn). Blow a few bubbles, then stop. Wait. Model "more" when your child reaches or looks at the bubbles. Blow more. Say "go!" as you blow. When bubbles land, model "pop" and pop them together. The cause-and-effect loop is so clear that the repetition is built in.

2. Ball games (my turn, your turn, throw, catch, go, ready). Sit across from your child and roll or throw the ball back and forth. Before each throw, model "ready" and "go." Alternate turns and model "my turn" and "your turn." If the ball goes wild, that's an opportunity for "uh oh" or "where."

3. Building blocks (up, on, more, big, fall, uh oh). Build a tower together, one block at a time. Model "on" each time you place a block. Model "more" before adding each new block. Then knock it down and model "fall" or "uh oh." The crash is the best part for most kids, which means they'll want to do it again and again.

4. Hide and seek, object version (where, find, here, look, in, under). Hide a toy while your child watches. Walk around together looking for it. Model "where" as you search. When you find it, model "here!" Use prepositions as you search: "in the box?" "under the pillow?"

5. Pretend cooking (put, in, mix, more, hot, yummy, all done). "Cook" together. Model "put in" as ingredients go into the pot. Model "mix" as you stir. Pretend to taste it and model "yummy" or "yucky."

Book-based activities

6. Predictable books (more, again, turn, what, that). Use any book with a repeating phrase. Read and pause before the repeating line. Model "more" or "again" when your child wants to continue. Model "turn" when flipping pages. The repetition is already structured for you.

7. Describing pictures (I see, big, little, that, look, want). Flip through pictures slowly. Model "I see" and then name what you notice. Compare sizes: "big dog" and "little dog." Photo albums of family members work especially well because the content is personally meaningful.

Routine-based activities

8. Cooking together, real version (put, in, mix, more, help, want, all done). Give your child a job at each step. Smoothies, trail mix, and no-bake cookies all work well. See AAC during mealtimes.

9. Getting dressed (on, off, help, want, that, my turn). Model "on" for each item that goes on, "off" when removing clothes. Offer choices and model "want" and "that" when they choose.

10. Bath time (in, out, more, splash, wash, all done, cold, hot). Model "in" as toys go in the water and "out" as they come out. Pour water and model "more." Bath time combines sensory engagement with a natural routine, so attention is usually high.

11. Clean-up time (put, in, help, more, all done, where). Model "put in" as items go back in their containers. Ask "where?" when looking for the right spot. This one teaches a life skill while practicing core words.

Music and movement

12. Freeze dance (go, stop, more, dance, fast, slow). Play music and dance. When the music stops, everyone freezes. The go/stop contrast is incredibly clear in this activity, which makes it one of the best ways to teach those two words.

13. Action songs (up, down, in, out, go, stop, more). The Wheels on the Bus gives you "up and down," "in and out," and "go." Model the core words on the device as you sing. Pause mid-song and wait for your child to request "more."

Art and sensory

14. Painting (more, want, that, my turn, all done, big, little). Offer paint colors one at a time. Use a small amount so they need to request "more." Controlling the materials is key. If your child has unlimited paint access, there's no reason to communicate.

15. Playdough (make, cut, roll, more, want, help, big, little). Build things together. Offer small pieces so they request "more." Playdough is endlessly flexible, so you can return to it week after week and still find new modeling opportunities.

Part 4: When to Add More Words

One of the most common questions is deceptively simple: "When should I add more words?" In most cases, the right time is sooner than you think.

Signs it's time

They consistently use the words they already have. Notice the word "consistently," not "perfectly." If the child reaches for "want" or "more" several times a day in the right contexts, they're ready for more tools.

They reach for things that aren't on the device. Do they point to a blank spot on the screen? Scroll around looking for something? Hand you the device with a frustrated expression? They have something to say and no vocabulary to say it.

They get frustrated during communication. Frustration is not a sign to slow down. It's often a sign to speed up.

They start combining words. Going from "go" to "go outside" is a natural point to introduce vocabulary supporting more complex sentences. Words like "and," "because," "not," or "but" can be powerful additions at this stage.

New activities or contexts come up. Starting a new school, joining a sports team, getting a pet, visiting grandparents. Each introduces situations needing new words.

You don't need to wait for mastery

You do not need to wait until a child has "mastered" their current words before adding new ones.

When a baby is learning to talk, you don't stop using new words around them until they've perfected "mama." You keep talking. The same principle applies to AAC. The people around the AAC user should be modeling a rich vocabulary, not restricting input to match the child's current output.

There is very little evidence that having access to more words hurts communication. Restricting vocabulary can limit a child's ability to express themselves and slow down language development. Presuming competence means extending the same trust we give speaking children.

That said, there's a difference between having words available and actively teaching them all at once. You can add 20 new words to a device without expecting the child to learn all 20 this week. Focus your modeling on a few at a time, but don't lock the rest away.

Review checkpoints

• Weekly. Spend five minutes noticing what the child tried to say but couldn't.
• Monthly. Look at the overall vocabulary layout. Are there words the child never touches? Gaps in what they can express?
• Seasonal or life-event. New school year, holidays, family changes, new hobbies.
• After any AAC assessment. Use the results to guide vocabulary decisions.

See the AAC timeline month by month for what to expect at different stages, and how many words should be on an AAC device for guidance on total vocabulary size.

Who should decide

• The AAC user. Pay attention to what they reach for and what frustrates them. Older children and teens should have a direct say.
• Parents and caregivers. You see communication gaps that don't show up in a therapy session.
• Speech-language pathologists. They can identify which core words will have the biggest impact.
• Teachers and school staff. They know what's needed for classroom participation.
• Siblings and peers. Sometimes the best ideas come from the people the child actually wants to talk to.

Common Mistakes to Avoid

Testing instead of modeling. Don't constantly ask "What's this? Can you press the word?" That turns the device into a quiz. Model the word yourself and let your child absorb it at their own pace.

Moving too fast. If your child is using single words, don't push for three-word sentences. Expand by one word.

Only using the device for requests. Core words aren't just for asking for things. Model them during comments ("I see a big dog!"), protests ("no more!"), greetings, and social exchanges.

Requiring button presses before honoring requests. Especially with toddlers, demanding a button press before giving them what they want turns communication into a transaction and can create negative associations with the device.

Removing words the child doesn't seem to use. Just because a child hasn't used a word yet doesn't mean they won't. Think of it like books on a shelf.

Adding vocabulary without modeling it. Every time you add a word, commit to modeling it in natural conversations for the next few weeks.

Giving up too soon. Consistent aided language input over weeks and months leads to meaningful gains. Don't judge progress after a few days.

Getting Started Today

You don't need to master all eight strategies before you begin. Pick one or two that feel natural, and start today. Aided language input and expectant delay are a great starting pair.

Open SabiKo, set up a simple grid with your first 3 core words, and model them during one routine today. SabiKo Pro also offers 8 pre-built vocabulary packs organized around everyday routines, so you don't have to build your core word layout from scratch. Once combinations feel natural, you can start exploring word forms by long-pressing words to change tense or plural.

The most important thing is to start modeling. Your child's AAC device shouldn't be something that only they touch. It should be a tool the whole family uses, the same way everyone in the house uses spoken words.

References

• Banajee, M., DiCarlo, C., & Stricklin, S.B. (2003). Core vocabulary determination for toddlers. Augmentative and Alternative Communication, 19(2), 67-73.
• Baker, B., Hill, K., & Devylder, R. (2000). Core vocabulary is the same across environments. Paper presented at the Technology and Persons with Disabilities Conference, California State University, Northridge.
• Binger, C., & Light, J. (2007). The effect of aided AAC modeling on the expression of multi-symbol messages by preschoolers who use AAC. Augmentative and Alternative Communication, 23(1), 30-43.
• Kent-Walsh, J., & McNaughton, D. (2005). Communication partner instruction in AAC: Present practices and future directions. Augmentative and Alternative Communication, 21(3), 195-204.
• Romski, M.A., & Sevcik, R.A. (1996). Breaking the Speech Barrier: Language Development Through Augmented Means. Paul H. Brookes Publishing.