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Appendix A Environmental Inventory
When customizing a userʼs vocabulary, it is important to include personal information that 
the user may want to communicate about. Use this list to guide conversations with the user 
and his or her family, friends, care providers, school or work staff, and any other people 
important in the userʼs life.
Personal Information:
Full name:
Address:
Phone number:
Parent(s) or guardian names:
Parent(s) or guardian address:
Parent(s) or guardian phone number(s):
Birthday (including year):
Name of school or work place:
Job title, if employed:
Work history:
Medical condition(s) the user may need to communicate about:
People: 
Family (include name and relationship):
Pets (include breed):
Friends/Acquaintances:
Care providers:
School staff:
Work staff:
Medical and therapy care providers:
Public figures the user may want to discuss (musicians, actors, politicians, etc):
Places:
Places at home (rooms or locations within the home that user might need to refer to):
111
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Places at school or work (rooms or locations within the school or workplace that user might 
need to refer to):
Transportation modes (bus, van, car, etc.):
Stores:
Restaurants:
Other public places (parks, theaters, buildings, offices):
Food and drink:
Favorite foods:
Least favorite foods:
Favorite drinks:
Least favorite drinks:
Food-related information (allergies, food texture restrictions, feeding needs):
Entertainment:
Favorite leisure activities:
Favorite music:
Favorite books/magazines:
Favorite TV shows/movies:
Favorite fictional characters:
Favorite sports, teams, players:
Adaptive Equipment and Assistive Technology:
Mobility equipment (e.g. walker, wheelchair):
Positioning equipment (e.g. stander, bolster, AFOs, splints, TLSO):
Assistive equipment (e.g. glasses, hearing aid):
Access equipment (e.g. joystick, head mouse, pointer, computer access software):
Communication equipment (e.g. communication book, AAC device, iPad, iPod):
112
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Appendix B Core Word Main Page Vocabulary Lists
3 Columns
Words:
Pronouns:
$
I
$
you
Verbs:
$
want
$
go
Adjectives:
$
more
$
all done
$
not
Folders:
$
Help
4 Columns
Words:
Pronouns:
$
I
$
you
$
it
Verbs:
$
want
$
go
$
do
Adjectives:
$
more
$
all done
$
not
Questions:
$
what
Folders:
!
Chat
$
Places
$
People
$
Things
$
Actions
5 Columns
Words:
Pronouns:
$
I
$
you
$
it
Verbs:
$
want
$
go
$
do
$
is
$
like
$
stop
Adjectives:
$
more
$
all done
$
not
$
bad
Questions:
$
what
Prepositions:
$
on
$
off
Folders:
!
People
$
Little Words
$
Chat
$
Describe
$
Things
$
Actions
$
Places
$
Help
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6 Columns:
Words:
Pronouns:
$
I
$
you
$
it
$
that
Verbs:
$
want
$
go
$
do
$
is
$
like
$
stop
$
have
$
see
$
get
$
help
Adjectives:
$
more
$
all done
$
not
$
bad
$
good
Questions:
$
what
$
where
Prepositions:
$
on
$
off
$
up
$
down
Folders:
!
People
$
Actions
$
Little Words
$
Chat
$
Describe
$
Things
$
Food
$
Fun
$
Places
$
Help
7 Columns:
Words:
Pronouns:
$
I
$
you
$
it
$
that
$
this
Verbs:
$
is
$
do
$
can
$
want
$
have
$
like
$
get
$
see
$
stop
$
go
$
come
$
eat
$
play
$
help
$
make
Adjectives:
$
more
$
all done
$
not
$
bad
$
good
$
some
Questions:
$
what
$
where
Prepositions:
$
on
$
off
$
in
$
out
$
here
$
there
$
up
$
down
Folders:
!
People
$
Little Words
$
Fun
$
Chat
$
Help
$
Feelings
$
Things
$
Actions
$
Places
$
Food
$
Time
$
Describe
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8 Columns:
Words:
Pronouns:
$
I
$
you
$
it
$
that
$
this
Verbs:
$
is
$
do
$
have
$
can
$
want
$
need
$
like
$
get
$
put
$
stop
$
go
$
come
$
eat
$
play
$
take
$
see
$
make
$
help
Adjectives:
$
more
$
all done
$
not
$
bad
$
good
$
all
$
some
$
something different
Questions:
$
what
$
where
$
who
Prepositions:
$
on
$
off
$
in
$
out
$
here
$
there
$
up
$
down
$
now
$
to
$
for
$
of
Conjunctions:
$
and
$
but
$
because
Articles:
$
the
$
a
Folders:
!
Time
$
Fun
$
Chat
$
Help
$
Feelings
$
People
$
Actions
$
Places
$
Things
$
Food
$
Little Words
$
Describe
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The following are screenshots of Core Word 8x8, 7x7, 6x6, 5x5, and 4x4, using the 
progressive hiding method described in the chapter Progressing Through Core Words. In 
these screenshots, Proloquo2Go was configured to use the “target number” of columns (the 
number of columns that produces buttons that are the smallest size the user can access). 
Then, all buttons that were not in the 3x3 Core Word layout were hidden (producing the 
screenshot labeled “Core Word 3x3 in 8x8”). In the next screenshot, labeled “Core Word 4x4 
in 8x8, the buttons that didnʼt appear in the 3x3 Core Word layout, but do appear in the 4x4 
layout are unhidden (set to Normal visibility). In successive screenshots, this continues for 
5x5, 6x6, and 7x7. 
Note that in these screenshots, the folders that are visible in the “target number” 
configuration are left visible and on the primary level of the home page. This makes the 
fringe vocabulary clearly visible to the user. You may choose to handle the folders differently. 
You demote some or all of the folders to secondary or storage, and/or make the folders 
hidden, so they cannot be accessed, but can quickly be unhidden if needed during a 
particular activity. 
Core Word 3x3 in 8x8
Core Word 4x4 in 8x8
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Core Word 5x5 in 8x8
Core Word 6x6 in 8x8
Core Word 7x7 in 8x8
117
Core Word 3x3 in 7x7
Core Word 4x4 in 7x7
Core 5x5 in 7x7
Core 6x6 in 7x7
118
Core Word 3x3 in 6x6
Core 4x4 in 6x6
Core Word 5x5 in 6x6
119
References
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Balandin, S., & Iacono, T. (1998). A few well-chosen words. Augmentative and Alternative 
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Balandin, S., & Iacono, T. (1999). Crews, Wusses, and Whoppas: Core and Fringe 
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Beukelman, D. R., Yorkston, K., Poblete, M., & Naranjo, C. (1984). Frequency of Word 
Occurrence in Communication Samples Produced by Adult Communication Aid Users. 
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Brew, C., & Schulte im Walde, S. (2002). Spectral clustering for German verbs. Proceedings 
of the ACL-02 conference on Empirical methods in natural language processing - 
EMNLP ʼ02, 10(d), 117-124. Morristown, NJ, USA: Association for Computational 
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Approach. Doctoral Thesis, City University of Hong Kong.
Clendon, S., & Erickson, K. (2008). The vocabulary of beginning writers: implications for 
children with complex communication needs. Augmentative and Alternative 
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semantic verb classifications. Language Resources and Evaluation, 42(3), 265-291.
Dark, L., & Balandin, S. (2007). Prediction and selection of vocabulary for two leisure 
activities. Augmentative and Alternative Communication, 23(4), 288-99.
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augmentative and alternative communication (AAC). American Journal of Speech-
Language Pathology, 10(February), 81-95.
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and Alternative Communication, 17(2), 43-49.
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