using podd books
DESCRIPTION
Using PODD Books. How effective are they in a busy calssroom environment?. Alli Gaskin Specialist Speech & Language Therapist Lancasterian School. Aims for today. TODAY WE WILL EXPLORE: - The principles of PODD books The introduction of PODD books at Lancasterian school - PowerPoint PPT PresentationTRANSCRIPT
Using PODD Books
Alli GaskinSpecialist Speech & Language Therapist
Lancasterian School
How effective are they in a busy calssroom environment?
Aims for todayTODAY WE WILL EXPLORE: -
The principles of PODD booksThe introduction of PODD books at Lancasterian
schoolIssues relating to staff support when using PODD
booksHow pupils’ communication skills develop using
the Communication Competencies FrameworkThe PROS & CONS of using PODD Books in a
busy classroom – staff perspectives
HistoricalPerspective
Use range of AAC systems within school – low tech, light tech & high tech
Low tech strategies include: -Visual timetablesBehavioural promptsRange of visual supports for language –
choiceboards, reminders, narrative prompts etc.Topic/language boardsCommunication books
CommunicationBooks
Communication books taxonomicVocabulary organised into categories
Communication books schematicVocabulary organised according to pupil
events/activitiesCommunication books include both core + fringe
vocabularyCORE: everyday vocabularyFRINGE: vocabulary specific to the individual
Low Tech IssuesMaintaining & updating vocabularyTopic/language boards – transient vocabulary?Developing linguistic competency
TechnologyLight tech strategies
BigMacks/Step-by-steps/Talking Notepads etc.GoTalk/TechSmart
High Tech strategiesDynaVox V/Pathfinder/Palmtop/ECO2/AltchatReady made vocabulary packages
iPAD……to be contd……
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)
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.
Enables automatic level changesIncreased efficiency in the location of vocabularyRelevantly placed vocabularyAbility to navigate between pagesPODD resources provide variety of layouts to suit language levels.
PODD Principles
PODD Books
Differentiation
One page opening – 9, 12, 16 and 20Two 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
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.
Introducing PODDs
Introduced initially with 5 pupilsExtended to wider range of pupilsVariety of PODD layoutsLancasterian customisationIncreasing range of access methodsDevelopment of supporting resources
within school
Supporting Resources
CHILD A
CHILD B
CHILD C
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???
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
Staff FeedbackNegative
Difficult to manage physicallySometimes difficult to find vocabularyNot always easy to adapt for individual
communication situations.Not always easy to manage alongside a
high tech voice output device.Time consuming to make.
WOW Moments!!!!!
Independent interest in bookSpontaneous use of PODD bookNovel structure used without modellingPurposeful incorrect response followed by
“Just joking” comment........AND very cheeky smile!!!!
Communication
CompetencyOperational Competency
Clear navigational pathwaysTab system & colour codingDoes not have to be physically manipulated
by pupil – communication partner involvementAllows different access methods
Potential Concerns:? Cumbersome? Best way of putting together? Binding???
Linguistic CompetencyLanguage content – positioning of vocabCombines traditionally used communication
book principlesWide range of vocabulary allows use in range
of situations
Communication
Competency
Potential Concerns:? Difficulty linking vocabulary?Use of more complex sentence structures
Social CompetencyPragmatic branch starters structure interactionPragmatic branch starters focus on functional
communicationDoes not have to be physically manipulated by
pupil – communication partner involvement
Communication
Competency
Potential Concerns:Facilitator vs: communication partner confusion
Strategic CompetencyOops!Tab system helps navigateTurn the page/Back page
Communication
Competency
“The Principles of PODD means the focus is on
functional language use rather than specific words and word
order”
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 useDynamic versionRelationship PODD & VOCAS
Immersed in language
Familiar with layout
Familiar with location of words wanting to use
Helps Consolidate and build upon language
remember pathway taught
Able to tell type of message straight away EG. ‘Something’s wrong’!
Over time PODD Users and Comm’ Partners…
Contact:
Alli GaskinSpecialist Speech & Language Therapist
Lancasterian School
Email: [email protected]
Telephone:
0161 445 0123
Further Information