communication system developed by gayle porter, cerebral palsy education centre, inc., glen...
TRANSCRIPT
PODD: Pragmatic Organization Dynamic DisplayCommunication System Developed by
Gayle Porter,Cerebral Palsy Education Centre, Inc.,Glen Waverley, Victoria, Australia
THE CHALLENGE!
To support children who are learning to communicate with enough vocabulary to meet their present communication needsANDTo further develop their communication and language skills.
THE PROBLEM! Too often…
We concentrate only on meeting a child’s wants and needs.
We don’t provide children with the opportunity to communicate a variety of language functions
Our best guesses for symbol supports aren’t enough
Language Functions
Relate Information, Comment, Request Attention
Agree, Disagree, Share Information, Describe
Answer/Ask Questions, Ask for Things
Language Functions
Instruct Others, Discuss Interest, Bargain
Express Opinions/Feelings
Greet, Manipulate, Protest
Complain, Joke
Language Development Requirements
Interaction
Syntax
SemanticsOperation
Literacy
Normal Language Development
Spoken Language Development:
INPUT OUTPUT
SPOKEN LANGUAGE
SPOKEN LANGUAGE
View Video Example
Children with Special Needs
Spoken Language Models
Use of Symbols
Use of Sign Language
Communication is Supported Through:
Mistakes with Use of Supports
Child Learning Aided Symbols:
INPUT OUTPUT
SPOKEN LANGUAGE
Symbol Aided LanguageSign LanguageText
Aided Language Stimulation
Aim For Child Learning Aided Language:
INPUT OUTPUT
Symbol Aided LanguageSpoken LanguageSign Language
Symbol Aided LanguageSpoken LanguageSign Language
PODD as a Support
Provides ability for child to use all forms and functions of language development
Taught using aided language stimulation in natural contexts
Provides a structured way to develop communication with supports already built in
PODD Users
Beginning communicators or children who don’t have any effective communication means
Children with significant motor challenges along with communication challenges
Children with visual or hearing challenges who also have communication challenges
PODD Users
Children introduced to PECS who need to expand communication intents and functions
Children with Apraxia of speech who need a functional communication system
When other communication strategies are not available
When other strategies have not been effective
Aided Language Stimulation
Immerse in an Environment Using PODD
Target Use with a Variety of Functions
Teach Initiation
Aided Language Stimulation
Use different messages
Use with different partners
Use in different situations
Aided Language Stimulation
Use it while talking to child
Use it while expanding child’s
utterancesUse it while talking to
others
Rules for Aided Language
Accept all child’s attempts as purposeful
Only time PODD not available is when other kids
are gagged
Features of a PODD
Sets of Low Tech Dynamic Displays with Specific Placement of Vocabulary*Quick Words
*Pragmatic Branch Starters
*Categories Index
*Ability to Expand/Add Vocabulary Specific to
Child
Features of a PODD
Navigation Features Between Pages
“Let thePODDGuide You”
Features of a PODD
Each PODD contains same navigation system so as child develops language, child can move to the next level of PODD and not have to learn a new system
Features of a PODD
Partner Powered: Reduces Cognitive Load for Child As They Learn to NavigatePartner has two roles: •Model Use of PODD using Aided Language Stimulation•Verbalize and Assist with Navigation as Child Uses PODD expressively
PODD Demonstration
PODD One Page/ Early Language Functions
PODD Using Two Page, 70 Per Page
Dynamic Assessment
Only prerequisite for use of a PODD is a motor movement of some kind.
Younger you start the better but never too late. Can start at any age with a
symbol. Be careful not to make wrong
assumption about language potential of children; especially those with severe motor impairments or CVI.
Dynamic Assessment
Assessment is ongoing as you observe language needs of child.
Determine level of PODD based on Zone of Proximal Development.
What child can do alone
Structured Guidance
What child can do in collaboration with a skilled
partner
Dynamic Assessment
Assess Access Method• Direct point, Scanning, Pull and
Show, Eye Gaze, Need for voice output switches
Assess Best Level of PODD• Early Functions, Expanded
Functions, Two Page• Determine specific vocabulary
needs
Support for Assessment
Developing ‘Loaner ‘ PODDS
Developing a Rubric and Data Collection forms
Assisting with access to Boardmaker Templates
Creating Communication Communities
Whole Team ResponsibilityAcknowledge that
Communication is the Priority Identify People Responsible for design/preparation of materialsAll people in the environment able to model and use the child’s system
Break for Lunch
Hands On with the PODD
PRACTICE WITH DENISE
AND JODY!
P P
Using PODD Practice Session
It’s not hard, it just takes practice! Have to learn all languages Can’t learn sign without practice This is easier: once the patterns of how to locate vocabulary are
learned, child will be able to say lots of words!
Using PODD Practice SessionOrganization of Vocabulary
Designed to Support Language and Learning If a child could use our complex adult
vocabulary and sentence structure they would have a different (complex language) PODD
One page opening books use pragmatic branch starters to support children who have not developed sentence structure
Using PODD Practice SessionOrganization of Vocabulary
Designed to Support Language and Learning, Cont. When using the book to model, talk
like the child and focus on communicating the message using the pragmatic branches and predictable links.
Don’t look for all the words in the sentence in English word order.
Using PODD Practice SessionUse teaching strategies which
encourage recognition of the vocabulary needed as it appears using the predictable links and patterns. Reduce reliance on memory Only use written script provided for how to
say the target messages for practice as a back up to ensure success
Written scripts add complexity to the practice, increased focus and effort trying to remember what is written down.
Using PODD Practice SessionUse teaching strategies
which encourage recognition, Cont. Following a script often distracts learner from noticing the patterns that will help them generate novel messages.
Use a ZEN (intuitive) approach to use the PODD.
Using PODD Practice SessionUse prompts and cues that
provide strategies for more independent use. Instead of showing where a word is on a page, use cues to help them look for the word themselves.
Use verbal hints to help learn general rules.
Using PODD Practice SessionHints for Modeling a One Page
PODD Look at the symbols-use color and shape cues
Familiarize self with vocabulary on 1b
Follow the branches Think what your message is about then respond to the options appearing on the page
Using PODD Practice Session Hints for Modeling a One Page PODD, Cont.
Do not look for each word in English word order
Speak aloud the label on the symbol as you point
Regularly recap the message “thus far” Repeat the message in normal spoken
English at the end Can’t find a word, write it on the list Don’t worry, you can always model OOPS!
Using PODD Practice Session Hints for Modeling a Two Page PODD
Look at the symbols. Use color & shape cues
Orientate yourself to the page layout Familiarize yourself with vocabulary
on 1b If message starts with name of
person go to people page first THINK- main content (topic)- go to
that section and use predictably associated vocabulary.
Using PODD Practice Session Hints for Modeling a Two Page PODD, Cont.
Use operational commands and link buttons
Speak aloud the label on the symbol as you point
Regularly recap the message “thus far” Repeat the message in normal spoken
English at the end Can’t find a word- write it on the list If you have an OOPS, use management
phrases and category links to fix mistake
Access Methodologies
Direct Point with Whole Hand, Finger or Tool
Consider range of movement for best placement of PODD
How does he point, describe in book so all know his method
Easier to read a point with smaller symbols widely placed than large symbols closely spaced (adapting PODD may be needed)
Access Methodologies
Pick Up and Give/Show Good for those who need attention
drawn to book Good for those who need vision
support to manage complexity of display
Good for those who need to see before they hear (process best visually).
Good for those who need to directly pass picture to partner
Access Methodologies
Partner Assisted ScanningPartner provides scanning by
showing/pointing and/or speaking the names of symbolsChild responds to each scan by
indicating acceptance or rejection (yes or no)
May use one movement for acceptMay use two movements, one for
accept and one for reject.
Access Methodologies
Partner Assisted Scanning• Linear• Column/Item• Section/Column/Item
Scan Pattern
s• Auditory• Visual• Auditory + VisualInput
Access Methodologies
Eye Gaze•Combines use of child’s eye gaze with partner assisted scanning•Symbols are placed around edge of cut out viewing area for scanning
•Symbols are clustered into groups and child first indicates the group, then uses PAS to choose item within the group.
Access Methodologies
Vision Challenges•May need magnification/special lighting/reduced glare on lamination•May need special colored backgrounds/thicker boarders around buttons•PODD may need to be presented in a certain field or child moves head to avoid blind spots
Access Methodologies
Vision Challenges•Visual complexity of symbols or background may need reduced•Limit number of symbols viewed at one time (column pull off)•Allow children time to look - then move without distracting them during the process•Assist focus by using a light on symbol
Rules to Remember
Children will learn their PODD by seeing how others use it!Use it every day all day. Model the child’s method of initiation.Always begin modeling on the front page and use the branch pathways and operational symbols.
Rules to Remember
Speak aloud the label as you indicate the symbol
Regularly recap the message thus far
Repeat the message in normal spoken English at the end.
If using PAS model yourself using this access method some of the time (try using different vocal tone to separate what you are scanning from what you are choosing
Action Plans
Contact Information
Diane Crouch, AT ConsultantAEA 13, Peterson [email protected]
Denise Young, AT Consultant AEA 13, Halverson Center
Jody Madsen, AT Consultant AEA 13, Manawa Office