Using PODD Books

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Using PODD Books
How effective are they in a busy calssroom
environment?

• Alli Gaskin
• Specialist Speech Language Therapist
• Lancasterian School

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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

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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

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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

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Low Tech Issues

• Maintaining updating vocabulary
• Topic/language boards transient vocabulary?
• Developing linguistic competency

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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
• iPADto be contd

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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)

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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.

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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.

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PODD Books
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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

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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.

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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

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Supporting Resources
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CHILD A
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CHILD B
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CHILD C
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(No Transcript)
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(No Transcript)
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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???

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Staff FeedbackPositive

• It has a broad vocabulary useful to model
  functional language
• I think its 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

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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.

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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!!!!

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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???
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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
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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
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Communication Competency

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

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

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Immersed in language
Over time PODD Users and Comm Partners

• 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.
  Somethings wrong!

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Further Information

• Contact
• Alli Gaskin
• Specialist Speech Language Therapist
• Lancasterian School
• Email a.gaskin_at_lancasterian.manchester.sch.uk
• Telephone
• 0161 445 0123