Core Communication Board 101: Getting Started

Written By Jennifer Siler

What Is a Core Board?

A core board is a visual communication tool that features a grid of commonly used words and symbols. These words, known as "core vocabulary," make up the majority of what we say daily. Words like "want," "go," "help," "you," and "stop" are examples of core vocabulary. Core boards can be used by individuals of all ages who use symbols and pictures for understanding or expressing communication.

Symbols for communication are everywhere! You may have noticed communication boards at your local playground, at your child’s school, or in your doctor’s office. You may use emojis when you text friends and family 😎. Core boards come in all shapes and sizes and are a way to organize symbols so you have them at the ready when they are needed.

Why Use a Core Board?

Visual representations of language bring people together—whether to facilitate communication across different languages, provide an alternative when verbal speech is inaccessible due to dysregulation, creatively share ideas, support individuals with developmental language disabilities, or more. Core boards are a versatile and effective tool for teaching language and early vocabulary because they:

  • Make the abstract more concrete. Core boards provide a consistent, static visual representation of words that doesn’t disappear like spoken words, making language more accessible and tangible.

  • Support language development through modeling and repetition. They encourage the person teaching or modeling to slow down, stay focused, and emphasize the most impactful words to use.

  • Are portable and adaptable to various settings. Whether at home, school, or in the community, core boards are easy to bring along and serve as a reliable backup for high-tech communication devices (like talkers or iPads). They don’t run out of batteries, break down, or fail—plus, with a simple zip-top bag, they can even be used in the pool or bath!

How to Get Started

The most important thing is to have fun and stay curious. Kids don’t mind if you make a mistake - in fact, making beautiful mistakes is helpful to show the learning process. You will want to work with your Speech-Language Pathologist for an individualized plan, but here are some simple steps to begin using a core board:

Familiarize Yourself with the Board

  • Spend a few minutes exploring the layout and symbols.

  • Notice how the core vocabulary is arranged. On Jennybird’s core board, the symbols follow a pattern for communicating simple sentences. Nouns (e.g. I, we, you) are on the left, verbs are in the middle (e.g. go, want, see), and additional words are on the right side of the page. Question words (e.g. who, what, where) are at the top. Each word category has its own color (i.e. verb boxes are all green).

  • Keep the board accessible and within arm's reach of the person who will use it.

Model Language

  • Modeling is a very important step. Use the core board to point to words as you speak.

  • For example, if you’re asking, “Do you want more?” point to the words “want” and “more” on the board.

  • You don’t need to model every single word—focus on key words that capture the message. When you begin - you can start by modeling just one or two words.

  • This can take practice! Hang in there - the more you practice, the more natural it will feel.

Tips for Success

  • Model Without Expectation: Avoid requiring a response or directing someone to point to a word. Instead, model the words yourself and create opportunities for responses.

  • Celebrate All Communication: Whether it’s pointing to a word, approximating a gesture, or vocalizing while using a communication board, all forms of expression are valid. There’s no need to prioritize one method over another. For instance, if a child says “stop” verbally, you can acknowledge and honor their message without expecting them to also point to “stop” on the board.

  • Make It Fun: Use the core board during enjoyable activities like playing with toys, singing songs, or reading books. Joyful interactions build motivation and engagement.

  • Don’t do it alone! Reach out to a Speech-Language Pathologist (SLP) for an individualized plan to support communication with AAC. Jennybird Speech & Language can help support you and your communication partner. Although core vocabulary boards are helpful, there is no “one size fits all” approach for communication. An SLP can support you and your community through the learning process.

Common Myths About Core Boards

  • Myth: Using core boards or alternative and augmentative communication (AAC) will delay verbal speech or language development.

    • Fact: Research shows that symbol-based supports do not limit language development. These tools can actually enhance speech and language development (Millar et al. 2006; Romski & Sevcik 2005; Schlosser & Wendt 2008; and Walters et al. 2021).

  • Myth: Core boards are only for non-speaking individuals.

    • Fact: Core boards are valuable communication tools that can benefit anyone, not just non-speaking individuals. Some individuals may use verbal speech in certain situations but prefer symbols, writing, or other methods in different contexts (Donaldson & McCoy, 2021). Universal symbols can be especially helpful when communication partners speak different languages, facilitating connection without requiring fluency in the same spoken language. In classrooms, core boards are a powerful tool for teaching new vocabulary, supporting language development, and helping students learn how to use functional language in context.

In summary. . .

Core boards are versatile, practical, and inclusive tools that create opportunities for communication and connection for people with a wide range of communication profiles. Making them accessible is a simple yet impactful step toward fostering a more inclusive community. While core boards are powerful, they are just one of many tools available to support complex communicators.

If you have questions or need guidance, don’t hesitate to reach out to Jennybird. For providers in the community interested in learning more, I also offer trainings on getting started with supported communication. Click “Book Now” to schedule a free consultation and discover how I can help you enhance communication access in your practice or community!

References

Donaldson, A.L., corbin, e., & McCoy, J. (2021). ‘Everyone Deserves AAC’: Preliminary Study of the Experiences of Speaking Autistic Adults Who Use Augmentative and Alternative Communication. Perspectives of the ASHA Special Interest Groups. https://doi.org/10.1044/2021_PERSP-20-00220 [open access]

Millar, D. C., Light, J. C., & Schlosser, R. W. (2006). The impact of Augmentative and Alternative Communication intervention on the speech production of individuals with developmental disabilities: A research review. Journal of Speech, Language, and Hearing Research. https://doi.org/10.1044/1092-4388(2006/021) [available to ASHA members]

Romski, M., & Sevcik, R. A. (2005). Augmentative communication and early intervention: Myths and realities. Infants & Young Children. https://doi.org/10.1097/00001163-200507000-00002 [open access]

Schlosser, R. W., & Wendt, O. (2008). Effects of augmentative and alternative communication intervention on speech production in children with autism: A systematic review. American Journal of Speech-Language Pathology. https://doi.org/10.1044/1058-0360(2008/021) [available to ASHA members]

Walters, C., Sevcik, R. A., & Romski, M. (2021). Spoken vocabulary outcomes of toddlers with developmental delay after parent-implemented augmented language intervention. American Journal of Speech-Language Pathology. https://doi.org/10.1044/2020_ajslp-20-00093 [available to ASHA members]

Jennifer Siler