Transcript Pragmatically Organized Dynamic Display (PODD)

SWAAAC 2011
Julie Ford, MS CCC-SLP
Lisa Kesting, MA CCC-SLP
 Gayle
Porter developed in Australia
 Linda Burkhart brought it to US
 Purchased from Mayer-Johnson
 $275 for direct select
 Scanning not out yet, but can be made from
direct
 Multiple
disabilities,
 Complex communication needs,
 apraxia/unintelligible,
 Autism,
 CVI,
 struggling device users/access issues
 Other
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considerations:
Lack of initiation
Back up system for device user
Lack of motivation to communicate
A
series of pictures
 A variety of layouts
 Scanning v. direct select
 Organized from general to specific
 Can be modified to be very specific to user
 Child initiated, adult assisted
Data sheet
 Every
time you transition
 Every time you communicate to student
 For the following language functions:
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Comments
Questions
Repairs
Negations
Share and show
Past and future events
Stating opinions
Telling stories
Data sheet
Initiation—communication begins with intent
 We do NOT know what others want to say
 Choices are not enough—yes/no
 Opportunities to communicate novel thoughts
and ideas quickly
 Wide range of communication functions
 The result of the effort must be worth the effort
 Technology vs. “Smart Partner”
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SP reads nonverbal cues
SP adjusts the interaction as needed
Accuracy of motor skills not crucial for success
Focus on developing language and communication
skills separately from motor skills
 MODEL,
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MODEL, MODEL
Full, partial, quick
 Give
all choices first
 When they pick random stuff, follow and
interpret
 Tell the process and reiterate as they move
from page to page
 Staff turns pages—not students!
 Give feedback on yes/no
 Some
children will expressively use PODD
after a few models, others will require
months or years of receptive input.
 Recognize when the child may have
something to say through behavior, eye gaze,
vocalizations.
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Make certain EVERYONE in the environment
knows the child’s cues and responds
appropriately.
 Ask,
“Do you have something to say?” or “You
look like you have something to say.”
 Start with PODD
 Adult
should become fluent with PODD
system
 Use conversational language
 Multiple communication partners—all
modeling
 Avoid asking too many questions
 Use activity specific pages
 Establish the habit that PODD is always with
the child.
 Using
same input as you expect output
 Model in same manner as you expect for
them to use
 Systematic presentation of 20 Questions
 Why
use switches
 How to transition from natural to yes/no
 Only need a yes
 Don’t ask yes/no for random questions, use
only in conjunction w/PODD
 Verbally reference the movement you
observed and the meaning you assigned to
this movement.