Information Kit for AAC Teams

Core Vocabulary - Australian Word Frequency List

Taken directly from Trembeth, Balandin and Togher (2007) - research based on six
Australian children aged 3-5 years. Words in bold also featured in the core vocabulary list
from Marvin, Beukelman and Bilyeu (1994).

you put need she

I up some so
Top 10 Words

the just Spiderman time

it can’t but more
a well two remember
no I’ll him what’s
and that’s turn who
can c’mon you’re why
that um little she’s
my now he’s does
I’m out make hat
in big they woh
Top 20 Words

this did let than

me down his yours
to of spider has
one were too ones
do like mum saw
go where where’s four
on ah back move
have be tell run
get see they’re throw
what wanna didn’t coming
Top 30 Words

look because then drink

yeah know dwanna five
there okay hello gotta
we them our if
is at watch leave
your for how making
don’t yes away yummy
let’s I’ve sit goes
here over found going
he all friend mummy
gonna play these other
not there’s was please
hey off yep said
it’s want baby stay
got with doesn’t thing
are come doing those
oh mine only when

October 2010 Appendix 4

 will naughty open catch
give right people fell
hah way telling first
kick won’t bin had
push apple book man
sand ball boy shoe
say better else stuck
show comes find think
something dig green am
wait isn’t home as
again shhh lunch beautiful
bit take new bring
brother yum pick bum
dad cool playing everybody
done could roll finished
good house seven funny
help oow sorry guys
her seat step hand
name today still head
quick very teacher’s higher
went wash three jump
bigger around us looks
car been who’s should
eat bottom about stop
hole boys aren’t which
keep into broke you’ll
nah next bye

NOTES ON USE:-
Core vocabulary is relatively small in size and shows little variation across
people and locations.

This list may be helpful in guiding the vocabulary selection process for
children who use AAC, particularly young children who cannot actively
contribute to the selection process themselves.

Don’t forget to consider the individual needs, interests, and personal

communication style of the child when selecting vocabulary - especially
fringe vocabulary.

October 2010 Appendix 4

 FIND OUT MORE

More core vocabulary lists can be found here...

http://aac.unl.edu/vocabulary.html

http://www.vantatenhove.com/showfolder.php?id=37

References
Marvin, C.A., Beukelman, D.R., & Bilyeu, D. (1994). Vocabulary-use patterns in
preschool children: Effects of context and time sampling. Augmentative and
Alternative Communication, 10 (4), 224-236.
Trembath, D., Balandin, S., & Toghe, L. (2007). Vocabulary selection for Australian
children who use augmentative and alternative communication. Journal of
Intellectual and Developmental Disability, 32 (4), 291-301.

This handout is part of an information package, funded by a NGCS grant, to assist local
teams in supporting children who require augmentative and alternative communication -
particularly communication devices. Augmentative and alternative communication, or
AAC, refers to other methods of communication people may use when they have
difficulty speaking. These methods may supplement what speech they do use or may
become the primary form of communication in the absence of speech.

This handout may be reproduced for teaching purposes/use with clients.

© Rocky Bay 2010 Positive AACtion Information Kit for AAC Teams

October 2010 Appendix 4