Using PODD Books How effective are they in

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: - v The principles of PODD books v The introduction of PODD books at Lancasterian school v Issues relating to staff support when using PODD books v How pupils’ communication skills develop using the Communication Competencies Framework v The PROS & CONS of using PODD Books in a busy classroom – staff perspectives

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

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

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

Technology v Light tech strategies v. Big. Macks/Step-by-steps/Talking Notepads etc. v. Go. Talk/Tech. Smart v High Tech strategies v. Dyna. Vox V/Pathfinder/Palmtop/ECO 2/Altchat v. Ready made vocabulary packages vi. PAD……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 v. Developed by Gayle Porter & colleagues. v. Features of dynamic display devices in low tech form. v. Provides a combination of vocabulary organisational strategies. v. Vocabulary is consistently placed.

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

PODD Books

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

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

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

Supporting Resources

CHILD A

CHILD B

CHILD C

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

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

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

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

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

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

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

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

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

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

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

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