PRAGMATIC ORGANIZATIONAL DYNAMIC DISPLAY

1. PRAGMATICORGANIZATIONALDYNAMIC DISPLAY GAYLE PORTER/CEREBRAL PALSEY EDUCATION CENTER AUSTRALIA

2. Presenter Information • Jessica Jakobe, M.A. CCC-SLP • B.A., Sociology, University of Vermont • M.S., Communication Disorders, SUNY Plattsburgh • Have been a practicing SLP for 15 years. • For the last 7 years I have been employed by the Saranac Lake Central School. • Prior to current position worked as pre-school and early intervention provider, working in both center-based programs and in homes. • In 2010, attended a two day PODD conference presentation by Linda Burkhart. • Currently use PODD with a 8 year student with Rett Syndrome. • Have also used PODD with ASD students.

3. OBJECTIVES This course will give you a brief overview of PODD. This course is not a training for PODD, an introductory course (2 day training) is highly recommended. What is PODD and why was it developed? Why it is an effective and important tool for children with complex communication needs? What types of PODD books are available? What are some different ways PODD books can be accessed? Creating a PODD book

4. DEVELOPMENT OF PODD “We can never really know what a person is capable of until we provide them with the opportunity to learn and show us.”-Gayle Porter PODD was created by Gayle Porter in Melbourne, Australia, originally created for children and adults with cerebral palsy.

5. DEVELOPMENT PODD Linda Burkhart is an internationally known pioneer in the field of simplified technology for children with severe challenges. She has developed numerous adapted switches and innovative applications for using these devices with children. She is the author of a number of books and software titles on topics of assistive technology and augmentative communication. (http://www.spectronics.com.au/article/linda-burkhart-2)

6. DEVELOPMENT OF PODD PODD was influenced by children’s and adult’s experiences using multi-level communication books in their daily lives. PODD books were created for children who have complex communication needs. PODD is a low-tech alternative augmentative book for communication. (PODD Communication Books, US letter paper version, 2008)

7. DEVELOPMENT OF PODD • Children who are non-verbal are often asked direct questions, with a right or wrong answer or are given limited choices that don’t go anywhere. • PODD creates an opportunity to initiate/carry on-conversation, not just respond. • With many communication systems, vocabulary comes and goes at the end of activities. With PODD, that vocabulary becomes part of a larger system. • With PODD, vocabulary can be built upon. PODD builds understanding based on patterns. http://www.Lburkhart.com

8. What is PODD? PRAGMATIC-The ways we use language socially. ORGANIZATIONAL-Words and symbols arranged organized in a systematic way. DYNAMIC DISPLAY-Changing pages.

9. What is PODD? PODD is a way of organizing vocabulary in a communication book or speech generating device. PODD is designed to be just one resource or tool for communication. PODD is not meant to replace, but rather to be used in combination with other tools. PODD provides vocabulary for communication all the time, for a variety of messages, across a range of topics, in multiple environments.

10. What is PODD PODD books usually begin with quick words on page 1 and pragmatic intents on page 2. Pages are numbered for easy organization. There is a structured way of navigating throughout the book through a series of instructional and operational commands. Activity specific pages are included in the PODD, includes a variety of vocabulary, related to one activity. Categories: These pages are used like a dictionary, when needed for expansion and generating novel ideas not found on other pages. Branches to categories are found throughout the PODD. http://Lburkhart.com

11. WHAT IS PODD?

12. Cook Page in PODD book

13. Why PODD? PODD can have different formats depending on the individual. It’s flexible and diverse in its format. It can grow and increase in complexity as the child becomes more adept at communicating. PODD can be used all the time. It is not just for specific activities of forms of communication. PODD is used to develop both receptive and expressive communication. (PODD Communication Books, US letter paper version, 2008)

14. WHY PODD? It can be used to assist a person to communicate more effectively and to assist their understanding of other people’s spoken language. (A communication partner points to the symbols as they talk to the person.) Just as we can choose from thousands of words to communicate, the goal of PODD is to give the child access to a larger vocabulary. PODD sees great potential in all children, and by restricting vocabulary with other communication programs, you may not be tapping into a child’s full potential. (PODD Communication Books, US letter paper version, 2008)

15. Quick Messages

16. Initiate or call attention • Greet • Accept • Reject • Protest • Request objects • Share and show objects • Request information • Name • Acknowledge • Answer • Comment on action/object • Express feelings • Assert Independence • Ask questions • Share information • Relate Events • Call Attention to how things are related-similar and different • Talk about past and future • Negotiate and bargain • State opinions • Tease • Threaten • Make up Stories • (PODD Communication Books, US letter paper version, 2008) WHY PODD? PODD includes the following communicative intents:

17. WHY PODD? • Examples of Communicative Intents: • I want something • Something’s wrong • I’ll tell you what I think (or I like or I don’t like) • It’s time for something • Let’s chat • I’m asking a question • Let’s pretend • I have an idea • I’m telling you a story Communicative Intents Link to Other pages By Number

18. Example of Communicative Intents

19. AIDED LANGUAGE DEVELOPMENT-Receptive Language

20. AIDED LANGUAGE DEVELOPMENT Immersion, a teaching strategy where everyone who is around the child with communication needs, is using the child’s AAC system when communicating, for communication all the time. (PODD, Communication Books US letter paper version, 2008) The best way to immerse a child in language is to have access to lots of vocabulary. Then you can take advantage of every opportunity to talk to the person with complex communication needs. http://www.Lburkhart.com

21. AIDED LANGUAGE DEVELOPMENT • Input before output. • Children can not be expected to know how to use something until they are given an opportunity to learn how to use it in natural contexts. • Children most effectively learn to use augmentative communication through the same methods that they learn to use verbal communication-through modeling in natural and functional contexts. • Drill and practice are not as effective. • Learning in functional situations is more powerful. • Talking to a child with his system: • Helps the child feel good about his access method to communication. • Gives the adult a good perspective on the challenges AAC learners face. http://www.Lburkhart.com

22. AIDED LANGUAGE DEVELOPMENT The opportunity to be truly immersed in an environment using aided language is rare. Children learning to use aided symbols frequently experience a significant discrepancy between the language used by others in their environment (speech) and the language they are expected to use. (PODD Communication Books US letter paper version, 2008)

23. AIDED LANGUAGE DEVELOPMENT “All children require the creation of an aided language learning environment with interaction use of a child’s AAC system by others in their daily environment.” (PODD Communication Books, US letter paper version, 2008) The use of a PODD communication book in a child’s daily life facilitates communication interaction and development. There are no pre-requisites for using PODD receptively. (PODD Communication Books, US letter paper version, 2008)

24. Tips for using PODD for receptive input • Make sure the PODD is always with the child. • Always start on page 1 and follow the numbered links. • Don’t be intimidated by size of the book. You only go to pages that you need, by following the links. • Use the system to “talk” to the child in normal everyday contexts. • Start with quick word page • Then use to give opinions • Use the book whenever transitioning • Practice when you alone. • It’s ok to make mistakes, use as a teachable moment. Always an “oops” on side panel. (http://www/Lburkart.com)

25. EXPRESSION- ACCESSING PODD • Direct Access-This type of PODD is designed for children with communication needs who can directly point to the symbols using their hand, a finger or a tool. • It is recommended that the communication partner turn the pages and the child simply point to the pictures. This eliminates communication breakdown and makes it a quicker process. Children can become distracted by other interesting picturesand point to words that were not really part of their original message. PODD Communication Books, introductory workshop manual, 2009)

26. ACCESS • “Smart Partner” vs. Technology: Because the partner is human as opposed to a computer, she can be smarter than the computer. Communication partners can : • Read subtle non-verbal cues and adjust the interaction as needed. • Interpret movement-recognize intent and ignore associated reactions. • Alter timing according to the child’s reaction. • Focus on developing language and communication skills separately from motor skills. • Accuracy of motor skills is not as crucial for success. (Linda J. Burkhart, Partner Assisted Communication with PODD)

27. https://www.youtube.com/watch?v=w3mGS4qAjMY DIRECT ACCESS

28. https://www.youtube.com/watch?v=ux1KIrz5rpY DIRECT ACCESS

29. ACCESS Pick up and give/show-This access methodology can be useful for children who benefit from directly passing the symbol to their partner. Directly giving symbols to a partner can assist children who have difficulty understanding communicative intent of pointing. This access method may also improve receptive understanding for children who may be visually overwhelmed by the complexity of the whole PODD display. This access is often helpful for children with ASD. (PODD Communication Books, US letter paper version, 2008)

30. Partner-Assisted Scanning-Access • Partner-Assisted Scanning • Partner provides scanning by showing/pointing and/or speaking the names of items. The child responds to each scan by indicating “yes” and/or “no”. • Partner-assisted scanning may be: • Visual-The partner may ask a general question such as, “Is it in this column?” or “This one.” • Auditory-The partner reads out loud the labels for each symbol or a group of symbols. • Auditory plus visual-The partner both reads and shows/points out loud the labels for each symbol. The child may rely on their understanding of the labels or visually recognize the symbols. (PODD Communication Books US letter paper version, 2008)

31. Partner-Assisted Scanning -Access • Recognize when the child may have something to say. They may start to fuss, make a sound, look at you, or their book. Ask them if they have something to say and if you get positive look or confirmation, begin using book. • A switch may be made available that the child can push to indicate they have more to say. • In the beginning stages may not have clear “yes” or “no”, but read child’s body language and assume it is intentional. • As the child becomes more proficient with PODD, need to establish a more consistent and reliable yes/no response system that all communication partners can recognize. • Two Voice out-put devices such as Personal Talkers from Attainment Company. Hold “no” to one side of the child’s head and “yes” to other side or under her chin. (Linda Burkhart, Partner Assisted Communication with PODD)

32. PARTNER ASSISTED SCANNING Linda Burkhart with “Emma” Visual plus auditory scanning https://www.youtube.com/watch?v=TOvC9OoygaA

33. ACCESS • Eye Gaze PODD Communication Book • The person with communication needs indicates the symbol he/she wants using eye gaze. • He/She looks at the symbol and their partner watches and interprets. • This PODD has a hole in the middle. A mirror can be placed at the back of the book to support partners to read the child’s eye gaze.

34. STYLES OF PODD COMMUNICATION BOOK ONE PAGE OPENING TWO PAGE OPENING

35. STYLES OF PODD BOOK Two page opening plus a side panel-The side panel is accessible from all pages. (PODD communication Books, US letter paper version, 2008)

36. Example of two page opening-Aided language Stimulation https://www.youtube.com/watch?v=AMpJE_aRbdM

37. HOW TO CREATE A CD is available titled Pragmatic Organization Dynamic Display (PODD) communication books: Direct Access Templates-available through Mayer Johnson Co. Also need Boardmaker software, color printer, laminator, or weatherproof paper (8mm I gage), binding coils. PODD uses Picture Communication Symbols which come with the Boardmaker Program.

38. High Tech Implementation PODD is now available on Dynavox T10 Compass Software, Tobii devices, and other window based devices. http://www.lburkhart.com/PODDSGD.html) PODD concepts and strategies were applied to the creating of page sets for dynamic display devices. Overall the vocabulary is similar which has created an easy transition between the two systems.(PODD Communication Books, US letter paper version, 2008)

39. TobiiEye Gaze https://www.youtube.com/watch?v=nuTCb-CWin0&app=desktop

40. TRAINING/More information For upcoming workshops in the United States visit www.lburkhart.com The Pragmatic Organization Dynamic Display Communication Book: Direct Access Templates, CD, contains some valuable resources for learning more about PODD. (printable reference book, information about each PODD template) If you have questions about this presentation and/or would like to learn more about PODD, please contact Jessica Jakobe, M.A. CCC-SLP jakobejes@slcs.org