{"model": "claude-web", "provider": "Claude web app (claude.ai), signed in on a paid Max plan, Opus 5.5, default settings", "task": "aac-core", "ran_at": "2026-10-17T13:34:37-0700", "prompt": "Write a one-week plan for modeling AAC core vocabulary with a 2nd-grade student who uses a robust symbol-based speech-generating device. Pick 5 core words for the week, explain what aided language modeling is, give 2 classroom routines per day where each word can be modeled, and include a short handout for the classroom teacher and paraprofessional (no device brand required). Do not require the student to show prerequisite skills before getting access.", "output": "Claude Opus 5.5\n\nI'll put together the week's plan as a shareable doc, with the teacher/para handout included.\n\nOutline is up; now writing the overview.\n\nWriting the overview and principles.\n\nNow explaining aided language modeling.\n\nNow the five words.\n\nNow the day-by-day plan.\n\nThat cell reads correctly. Last section: the handout.\n\nThe [AAC Core Vocabulary Modeling plan](https://claude.ai/code/artifact/62d53abd-4218-4cc4-a43f-f13ccced5fa3) is ready. The core words are GO, STOP, MORE, HELP and NOT. The printable staff handout is the last section. You can edit it directly or leave comments.\n\n----- ARTIFACT CONTENT (Claude Docs: \"AAC Core Vocabulary Modeling: One-Week Plan\") -----\n\nAAC Core Vocabulary Modeling: One-Week Plan\nOct 17, 2026 · @Leon\nThis week every adult on the team models five core words — GO, STOP, MORE, HELP, NOT — on the student's own device, at least twice a day, inside routines that already happen. The student does not have to do anything to earn time with the device or to receive modeling.\nGuiding principles\n• Access is unconditional. The device is with the student, charged and within reach, all day — at arrival, recess, lunch, specials, assemblies, the bus line. It is never removed as a consequence, held until the student \"is ready,\" or saved for therapy time.\n• No prerequisites. We do not wait for the student to show cause-and-effect, matching, pointing accuracy, sitting tolerance, a certain cognitive score, or \"intentional communication\" first. Those skills grow through using AAC, not before it.\n• Presume competence. We assume the student understands more than they can currently show and talk to them like any other 2nd grader.\n• Input before output. Just as speaking children hear thousands of hours of speech before talking, AAC users need to see their language used before we expect them to use it.\n• No testing, no demands. We don't ask \"Where's MORE?\" or \"Show me GO\" to check knowledge, and we don't withhold an item until the student touches a button.\n• Every message counts. Any touch or selection — including ones that seem random or exploratory — is treated as communication and responded to. Babbling on the device is how learning starts.\n• Real communication, not drills. Words are modeled for real reasons in real moments, not in isolated flashcard-style practice.\nWhat aided language modeling is\nAided language modeling means an adult speaks naturally while touching the matching symbols on the student's AAC device at the same moment, in a real situation. It is also called aided language stimulation, aided language input, or partner-augmented input.\nIt works the way spoken language learning works: children learn words by seeing and hearing them used, many times, in meaningful moments. Modeling shows the student where words live on the device, how they combine, and what they do in the world.\nHow to model\n1. Say the full sentence out loud, touch only the key word(s). Say \"Let's go to lunch!\" while touching GO. You don't have to touch every word.\n2. Model one step above the student. If the student uses single words, model one- and two-word combinations (\"MORE HELP,\" \"NOT GO\").\n3. Use the student's device whenever possible. If you can't, use a matching paper copy or a second device with the same layout so the motor path is identical.\n4. Don't expect a response. Model, then pause for about 5–10 seconds with an expectant look. If nothing happens, keep going — that's fine.\n5. Respond to whatever the student says. If the student touches STOP during a song, stop the song and say \"You said STOP. Okay, we stopped.\" Treat it as meaningful even if you're unsure.\n6. Expand. Student touches MORE → you model \"MORE + bubbles\" or \"I want MORE.\"\nWhat it is not\n• Not quizzing (\"Where's GO?\")\n• Not hand-over-hand pressing the student's finger to buttons\n• Not requiring a touch before giving an item\n• Not something only the SLP does\nThe five core words\nThese five were chosen because they are used all day in any classroom, serve different communication purposes, and combine with each other into short phrases (\"NOT GO,\" \"MORE HELP,\" \"STOP, NOT MORE\").\nWord\nWhat it does for the student\nSample phrases to model\nGO\nStart an action, move somewhere, take a turn\n\"Ready, set, GO!\" · \"GO outside\" · \"Your turn, GO\"\nSTOP\nEnd or interrupt something; protest\n\"STOP the music\" · \"STOP, too loud\" · \"Time to STOP\"\nMORE\nAsk for more of something; comment on quantity\n\"MORE please\" · \"MORE blocks\" · \"MORE time\"\nHELP\nAsk for assistance; offer help to others\n\"I need HELP\" · \"HELP me open\" · \"Can I HELP?\"\nNOT\nRefuse, disagree, give an opinion\n\"NOT that one\" · \"NOT done\" · \"NOT go yet\"\nBefore Monday, the SLP (or whoever knows the device) should confirm where each word lives on the student's layout and mark the motor path on the paper copy for adults.\nDay-by-day plan\nEach day uses two routines that already happen in a 2nd-grade class. Every word gets at least one model in each routine; aim for many more. Swap routines to match your actual schedule — the words matter more than the activity.\nMonday — Morning arrival · Snack\nWord\nMorning arrival\nSnack\nGO\n\"Backpack GO in cubby.\" \"GO to your seat.\"\n\"Ready, set, GO — open!\"\nSTOP\n\"STOP at the door, say hi.\"\nPour juice slowly: \"Tell me STOP.\" Model STOP when the cup is full.\nMORE\n\"MORE friends are coming!\"\nGive a small portion: \"Want MORE?\" Model MORE, then give it whether or not the student touches it.\nHELP\n\"I need HELP with this zipper.\"\n\"This bag is hard. HELP!\"\nNOT\n\"NOT here yet\" (absent classmate).\n\"I do NOT like this one.\" \"NOT done.\"\nTuesday — Read-aloud · Recess\nWord\nRead-aloud\nRecess\nGO\n\"Let's GO to the next page.\" \"The bus will GO.\"\n\"GO down the slide!\" \"Ready, set, GO\" for races.\nSTOP\nPause before turning: \"STOP. What happens next?\"\nFreeze tag: \"STOP!\" Swing: \"STOP or MORE?\"\nMORE\n\"MORE pages.\" \"MORE pictures.\"\nPushing on swing: \"MORE pushes!\"\nHELP\n\"The character needs HELP.\"\n\"HELP me find the ball.\"\nNOT\n\"That's NOT a dog, it's a cat!\" \"NOT the end yet.\"\n\"NOT time to go in.\"\nWednesday — Math centers · Art\nWord\nMath centers\nArt\nGO\n\"Your turn, GO.\" (board games, dice)\n\"Glue GO here.\"\nSTOP\nCounting aloud: \"STOP at 10.\"\n\"STOP, that's enough paint.\"\nMORE\n\"MORE blocks makes it bigger.\" \"I need MORE.\"\n\"MORE red.\" \"MORE glitter!\"\nHELP\n\"This one is tricky. HELP.\"\n\"HELP me open the glue.\"\nNOT\n\"NOT the same.\" \"NOT 5, it's 6.\"\n\"NOT finished.\" \"I do NOT want blue.\"\nThursday — Lining up and transitions · Music\nWord\nLining up / transitions\nMusic\nGO\n\"Line leader, GO.\" \"GO to library.\"\n\"GO\" to start the song.\nSTOP\n\"STOP at the corner.\" \"STOP and wait.\"\nFreeze dance: \"STOP!\"\nMORE\n\"MORE friends behind you.\"\n\"MORE music!\" \"MORE loud!\"\nHELP\n\"HELP hold the door.\"\n\"HELP me pass out instruments.\"\nNOT\n\"NOT yet — wait.\" \"NOT this way.\"\n\"NOT loud — quiet.\" \"I do NOT like this song.\"\nFriday — Choice/free time · End-of-day pack-up\nWord\nChoice time\nPack-up\nGO\n\"Car GO fast!\" \"Block tower GO up.\"\n\"Folder GO in backpack.\" \"Time to GO home!\"\nSTOP\n\"STOP the car.\" Knock the tower: \"STOP!\"\n\"STOP, you forgot your jacket.\"\nMORE\n\"MORE blocks.\" \"MORE play.\"\n\"MORE papers to take home.\"\nHELP\n\"HELP me build.\" \"Can I HELP you?\"\n\"HELP me zip.\"\nNOT\n\"NOT that toy.\" \"NOT done playing!\"\n\"NOT school tomorrow!\" \"NOT time yet, wait for the bell.\"\nTracking and end-of-week reflection\nTrack adult modeling, not student performance. A tally on a sticky note is enough.\nDay\nAdult models logged (tally)\nAnything the student said on the device (any word, any touch)\nNotes\nMon\n\n\n\nTue\n\n\n\nWed\n\n\n\nThu\n\n\n\nFri\n\n\n\nFriday reflection for the team (10 minutes):\n• Which routines made modeling easy? Which felt awkward?\n• Was the device within reach all day? Where did it get left behind?\n• What did the student communicate, on the device or otherwise?\n• Keep these five words next week and add 2–3 more, or swap one that rarely came up.\nHandout: Teacher and paraprofessional quick guide\nPrint this section and keep it near the student's desk.\nThis week's words: GO · STOP · MORE · HELP · NOT\nOur goal this week is for adults to use these words on the student's talker throughout the day. The student is not expected to use them yet. Every time you model, you are teaching.\nHow to model in 3 steps\n1. Talk and touch. Say your normal sentence and touch the key word on the device as you say it. \"Time to GO to lunch.\"\n2. Pause. Wait 5–10 seconds and look expectantly. No questions, no prompts.\n3. Move on. If the student says something, respond to it. If not, carry on — you've still taught.\nDo\n• Keep the device with the student and within reach all day, including specials, recess, lunch, and assemblies.\n• Model 1–2 words at a time, many times a day.\n• Respond to every touch as if it was meant — \"You said STOP, so I'll stop.\"\n• Let the student explore and \"babble\" on the device.\n• Talk to the student, not about the student.\nDon't\n• Don't take the device away as a consequence or put it away \"until they're ready.\"\n• Don't quiz: \"Where's MORE?\" \"Show me HELP.\"\n• Don't make the student touch a word before getting something.\n• Don't move the student's hand to the buttons.\n• Don't wait for the student to \"show they understand\" before modeling.\nQuick ideas\nWord\nTry saying…\nGO\n\"Ready, set, GO!\" · \"GO outside\" · \"Your turn, GO\"\nSTOP\n\"STOP the music\" · \"STOP at the door\"\nMORE\n\"MORE please\" · \"MORE time\" · \"MORE blocks\"\nHELP\n\"I need HELP\" · \"HELP me open\"\nNOT\n\"NOT that one\" · \"NOT done\" · \"NOT yet\"\nGoal: at least 2 models per word, per adult, per day. Make a quick tally mark each time you model.\nQuestions? Talk to the SLP — we'll adjust together at the end of the week.\n", "capture_note": "Claude's chat reply, then the Claude Docs document text as copied (tables copy as one cell per line; document links copy as plain text)"}