PODD at Vale Primary Louise Fuller - Speech and Language Therapist and Dorota Witkowska - Class Teacher at Vale Primary

Who we are Talking about something that’s been implemented across the Vale Primary site Waltham Forest Special School Dysphagia Service

Session Aims To develop an understanding of what a PODD communication system is To develop an understanding of how to use PODD To gain an insight as to how we’ve used PODD across the Vale primary school

What is PODD (Pragmatic Organisation Dynamic Display)? PODD stands for: Pragmatic – the ways that we use language socially Organisation – words and symbols arranged in a systematic way Dynamic Display – changing pages

The aim is to provide modelling or and access to vocabulary: PODD is a way of organising vocabulary (through symbols) in a communication book or high tech device The aim is to provide modelling or and access to vocabulary: - for communication all the time - for a range of messages - across a range of topics - in multiple environments PODD was originally developed by Gayle Porter, a SLP with the Cerebral Palsy Education Centre (CPEC) in Australia. Originally developed for children with Cerebral Palsy, however client group has developed over the years (ASD, Downs Syndrome…) PODD is used alongside other communication methods, e.g. speech, signing, gestures, symbols, communication device

A person will learn to use PODD through aided language stimulation, just like you would when supporting a child to learn spoken language. All those around the person should use their AAC system when communicating with them, for communication all the time It is important to establish the habit to carry and have the PODD book readily available wherever the person goes It is important that the person learning to use PODD is in an environment which models using PODD and immerses the user in it Keep modelling PODD. A child needs to see it being used again and again before we can expect them to use it

What do PODD books look like? One page opening communication books: 9, 12, 16 or 20 cell Two page opening communication books: 36, 40, 48, 70, 90 or 100 cell across two pages

High tech PODD PODD is available on speech generating devices and iPads A person may use both low and high tech PODD (can’t always rely on high tech) Ipads: available through app store: PODD with Compass (by Tobii Dynavox) Speech generating devices (e.g. Grid Pad): PODD available through Grid 3

Alternative access PODD books High contrast: high contrast symbols for people with visual impairments Partner assisted scanning: the communication partner points to or reads out the choices on each page, for the person using PODD to indicate when they hear or see the symbol they want Eye gaze: the PODD book has a hole in the middle. They look at the symbol they want and the communication partner watches and interprets Pick up and give or show: for people who benefit from having a concrete symbol to remove and pass to their partner (PODD books with pull off symbols can be bulky though so usually only key words are made removable)

Who do we use PODD with? Whole school system – supports understanding as well as modelling an AAC system Main focus on 3/5 classes (2 classes focus on objects of reference and on body signing) Presume competence: model and immerse the child in PODD. The most unexpected children have gone on to use PODD really effectively, or started using spoken language so effectively they no longer require an AAC system

How to use PODD Follow pathways The PODD pathway will always start on the first page. Some messages indicate a number to turn to which takes the person to another page to continue the pathway, or takes you to a page with more relevant vocabulary (numbers and colour coded) ‘more to say’ > ‘I’m telling you something’ ‘more to say’ > ‘I think it’s…’ Chat words are on the first 2 pages and may not lead any further, e.g. may just be used to say hello or finished The communication partner usually supports the person to turn the pages. How much assistance the communication partner provides depends on the individual Show pathways in book

Oops button On every page Allows communication partner and person using PODD to make a mistake and go back to find the correct page By the communication partner modelling this, it ensures that the person using PODD knows it’s ok to make mistakes! The Oops button is there for a reason – Use it! Model it! Model how to say what I did last weekend/what I ate last night/how I’m feeling

How did we implement PODD? Staff training: teachers on formal training run by PODD; support staff received in house training from SLT, and learnt through modelling from class teachers Learning on the go: whilst using with children, practicing pathways with each other. You won’t learn until you use it in real life! 1;1 and small group sessions with children and SLT Visits to other schools to see how they were using it Pathway of the week Sessions in class supporting staff to use PODD Whole class teaching/modelling – children immersed in PODD throughout the day Introduced it slowly in certain lessons and gradually expanded to use throughout the day: registration and diary sessions, topic lessons Training to parents. Parents invited to observe sessions

High tech PODD School purchased 2 iPads dedicated for PODD. Exposed children to high tech PODD Modelling from class teachers using iPad Supported eye gaze and other high tech users who have PODD on their device

Outcomes PODD used in safeguarding situations: giving children the opportunity to express that something is wrong, enhancing their safety and well being In academic year 2016/2017 school reported that one third of students exceeded their targets as a result of PODD  Children initiating communication by pointing to their PODD books to indicate they want to say something Some children moved from low tech PODD books to high tech PODD on iPad and speech generating devices: the use of the paper PODD has facilitated their transition onto a high tech device as they are familiar with the layout and pathways.

Outcomes Used during other therapy sessions, e.g. physiotherapy child was able to communicate they were too tired for session Used during sessions with school psychotherapist Children expressing their cheeky humour, e.g. ‘hurry up!’ to a staff member or parent Some children who initially required PODD, now use spoken language and very rarely require their AAC system (use it more as a vocabulary tool for word finding difficulties) PODD features on the school development plan. Communication has become embedded across the curriculum

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What’s next? Other systems still used alongside PODD, e.g. PECS Core vocabulary boards alongside PODD Making core words readily available Core words are in PODD books, just not on one page

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