Using PODD Books

1. Using PODD Books How effective are they in a busy calssroom environment? Alli Gaskin Specialist Speech & Language Therapist Lancasterian School

2. Aims for today TODAY WE WILL EXPLORE: - • The principles of PODD books • The introduction of PODD books at Lancasterian school • Issues relating to staff support when using PODD books • How pupils’ communication skills develop using the Communication Competencies Framework • The PROS & CONS of using PODD Books in a busy classroom – staff perspectives

3. HistoricalPerspective • Use range of AAC systems within school – low tech, light tech & high tech • Low tech strategies include: - • Visual timetables • Behavioural prompts • Range of visual supports for language – choiceboards, reminders, narrative prompts etc. • Topic/language boards • Communication books

4. CommunicationBooks • Communication books taxonomic • Vocabulary organised into categories • Communication books schematic • Vocabulary organised according to pupil events/activities • Communication books include both core + fringe vocabulary • CORE: everyday vocabulary • FRINGE: vocabulary specific to the individual

5. Low Tech Issues • Maintaining & updating vocabulary • Topic/language boards – transient vocabulary? • Developing linguistic competency

6. Technology • Light tech strategies • BigMacks/Step-by-steps/Talking Notepads etc. • GoTalk/TechSmart • High Tech strategies • DynaVox V/Pathfinder/Palmtop/ECO2/Altchat • Ready made vocabulary packages • iPAD……to be contd……

7. Challenge! “Whilst there is evidence that young children can be taught to use these technologies, doing so requires significant instructional time – time that could be better spent by young children learning to communicate, learning language and literacy skills, playing and socialising with peers.” (Light & Drager, 2000, p.45)

8. What is PODD? Pragmatic Organisation Dynamic Display • Developed by Gayle Porter & colleagues. • Features of dynamic display devices in low tech form. • Provides a combination of vocabulary organisational strategies. • Vocabulary is consistently placed.

9. PODD Principles • Enables automatic level changes • Increased efficiency in the location of vocabulary • Relevantly placed vocabulary • Ability to navigate between pages • PODD resources provide variety of layouts to suit language levels.

10. PODD Books

11. Differentiation • One page opening – 9, 12, 16 and 20 • Two page opening – 40 key word, 70 expanded key word, 100 plus complex syntax • Two page opening plus side panel – 36 key word, 48 key word, 90 plus complex syntax

12. Navigation Pragmatic Branch Starters • Provide faster predictive links to pages of vocabulary required to express a communicative function • Compensates for the reduced use of gesture, facial expression, intonation, environmental supports.

13. Introducing PODDs • Introduced initially with 5 pupils • Extended to wider range of pupils • Variety of PODD layouts • Lancasterian customisation • Increasing range of access methods • Development of supporting resources within school

14. Supporting Resources

15. CHILD A

16. CHILD B

17. CHILD C

20. PODD Feedback • Questionnaire to staff to evaluate: - • First impressions of PODD • Strengths & weaknesses • When does pupil use PODD book most? • What messages does he/she use most? • How useful is the vocabulary content? • Any WOW moments???

21. Staff FeedbackPositive • “It has a broad vocabulary useful to model functional language” • “I think it’s fantastic! It gives RJ a chance to get his voice across.” • “It helps staff to communicate with GC”. • Very little editing involved – can keep up with changes

22. Staff FeedbackNegative • Difficult to manage physically • Sometimes difficult to find vocabulary • Not always easy to adapt for individual communication situations. • Not always easy to manage alongside a high tech voice output device. • Time consuming to make.

23. WOW Moments!!!!! • Independent interest in book • Spontaneous use of PODD book • Novel structure used without modelling • Purposeful incorrect response followed by “Just joking” comment........AND very cheeky smile!!!!

24. Communication Competency • Operational Competency • Clear navigational pathways • Tab system & colour coding • Does not have to be physically manipulated by pupil – communication partner involvement • Allows different access methods • Potential Concerns: • ? Cumbersome • ? Best way of putting together • ? Binding???

25. Communication Competency • Linguistic Competency • Language content – positioning of vocab • Combines traditionally used communication book principles • Wide range of vocabulary allows use in range of situations • Potential Concerns: • ? Difficulty linking vocabulary • ?Use of more complex sentence structures

26. Communication Competency • Social Competency • Pragmatic branch starters structure interaction • Pragmatic branch starters focus on functional communication • Does not have to be physically manipulated by pupil – communication partner involvement • Potential Concerns: • Facilitator vs: communication partner confusion

27. Communication Competency • Strategic Competency • Oops! • Tab system helps navigate • Turn the page/Back page

28. “The Principles of PODD means the focus is on functional language use rather than specific words and word order”

29. Summary • PODD book part of overall communication needs • Focus on interactional partner allows “scaffolding” communication process • Staff training – development of supporting resources to ensure consistent application • Structured input vs: functional use • Dynamic version • Relationship PODD & VOCAS

30. Over time PODD Users and Comm’ Partners… Immersed in language • Familiar with location of words wanting to use • remember pathway taught • Familiar with layout • Helps Consolidate and build upon language • Able to tell type of message straight away EG. ‘Something’s wrong’!

31. Further Information Contact: Alli Gaskin Specialist Speech & Language Therapist Lancasterian School Email: a.gaskin@lancasterian.manchester.sch.uk Telephone: 0161 445 0123