1. WCSD Assistive Technology
PODD Introduction
WCSD Assistive Technology

2. PODD – Pragmatic Organized Dynamic Display
PODD is a way of organizing whole word and symbol vocabulary in a communication book or speech generating device to provide immersion and modelling for learning. 
The aim of a PODD is to provide vocabulary:
for continuous communication all the time
for a range of messages
across a range of topics 
in multiple environments.
PODDs can have different formats, depending on the individual physical, sensory and communication needs of the person who will use it.
PODDs have been developed over the past 15 years by Gayle Porter, a speech pathologist with the Cerebral Palsy Education Centre (CPEC) in Victoria. Each PODD format has been shaped by the experiences of both children with complex communication needs (CCN), and their communication partners.

3. Main navigation indexes
Quick words
Pragmatic branch starters
Go into vocabulary through the intent of what you want to say
Categories
Secondary index in beginner and primary index in later books

4. Early language is just simpler sentences
Experienced Speaker Beginning Speaker
I want a drink Drink, want drink
I need some help Help, help please
I don’t want to go home No, no home
I did a good job Me good

5. PODD books – Early and Expanded Functions
Designed to focus on the intent of communication
Children at this stage don’t have enough syntax abilities to indicate intent
Typically developing children at this stage add gestures, facial expressions and intonations to clarify intents
Example: Fear when pointing at a dog, question when pointing at a cow, excitement in pointing to dog

6. Pragmatic branch starters compensate for limitation of AAC
They are designed to focus on the intent of communication
Initiate
Request, recurrence
Complain, protest
Express opinion
Ask questions

7. Expanded Key Word
For putting words together in phrases and simple sentences
Main navigation is by categories
Think: What section?
Pragmatic branches are now sentence starters and categories

8. Helpful Tips for Modeling
Use the book to talk to the child – the student does not do anything
Always initiate with “I have something to say” and “more to say” in books
Use “more to say” to get past quick things on first page

9. Start with baby steps… Begin by carrying the book everywhere
Problem solve how this will happen – neck straps, multiple books, etc.
Start with quick chat words for a week or two – DON’T SKIP THIS STEP!!
Then pick one branch and follow it for a week or two
**never turn a page unless it says so

10. Let the book guide you…
Think: What can I say on this page in this level book?
NOT: What is the exact wording of what I want to say right now?
Follow PODD pattern and then rephrase in English word order verbally – don’t worry about exact wording
Eg: Point to silly but say “that is silly”
Point to “more” and “crackers” but say “I want more crackers please”
Do not state number or color of page for student

11. Be zen….
Don’t get hung up on exact phrasing or worry you can’t say exactly what you want to say
Let the book guide you
Don’t think too much
Focus on flow, not a script
Learn parts of book one at a time

12. Modeling… Modeling and expanding for autonomous communication
Our role is to provide ideas of possibilities (no fixed agenda)
Child’s role is to select what they want according to their agenda – using communication partner
Model: Point to or show pictures as you talk
NOT: Help, I see you need help, say help (different from mand model)
Modeling is talking NOT just asking questions….

13. Modeling…. Modeling is talking….not just asking questions….
Too many questions causes anxiety, makes them tune out or makes them shut down
Modeling needs to be a rich model where people are talking a lot to them and those around them.
Synchronize what we talk about to something the child is thinking or doing
Practice by talking with someone for five minutes with only talking – to not ask any questions

14. Activity: Play bubbles or a similar activity
Video partners to see how many questions you ask and tally
Watch children talk in a social setting (group play, lunchroom)
Watch a children’s live action show
Tally how many questions vs. conversational statements/commenting occur

15. Practicing Begin with modeling quick words
Rebecca throws her toy – what could you say?
Uh oh, looks like you need some help (point to or pull off uh oh, then I, then help)
I will help you (point to or pull off help)
Not:
If you want that you can tell me help
If she throws it again we can say:
Uh oh or stop or done/finished (point to or pull off)

16. Practicing….
Accidental choices are expressive babbles and we respond AND honor what they are saying. It may be totally random but it needs to be honored
Try these quick things to say:
We are done! - done/finished
I did it! - I do, me, my
Your turn – you do it, your turn
Stop that – stop
You need to stop that - you/stop
I don’t know what you want – I don’t know
Help me – help/me

17. Practicing cont.
Help me please – Help (point to and say “turn the page”) please
Touch Go Back To Page 1 to start again
I’m just teasing - I do me mine (turn) just teasing
Goodbye - (turn the page) Goodbye
I need to use the bathroom – (I have something to say – not a pic) (turn the page) I have to go to the bathroom
In first stages do not use More to Say
use Go Back to Page 1

18. Practicing – Quick Words
What could you say from the quick word pages?
During circle time….
When reading a book or doing a picture walk…
Ending an activity or cleaning up….
When helping a child with seat work
During a typical activity in the classroom
We need to build fluency for ourselves and not the student

19. More practice…. Branch starters…. I like this I don’t like this
I want something
I want to go somewhere
I’m asking a question
I have an idea
I’m telling a story
Do you want to hear a joke?
Let’s pretend
I want to do something
I want to show you something
I’ll tell you how to…
Remember….

20. More practice……. A great place to start is giving an opinion
I like this/don’t like this or I think it’s ….
Boring, awesome, yucky
What other opinions can you think of….
Learning to complain
What would pattern be?
More to say/something’s wrong/I don’t like this
We often ask children what’s wrong…but that doesn’t help them learn to complain
Instead of asking “Are you tired?” model how they could say it
Can add the word maybe – maybe you are tired
Practice complaining
My eyes are sore, It is all wet, I’m hungry….others?

21. Review…. PODD is designed for conversation
It is OK to not point to every word in your verbal sentence
Always be a little above where the child is – design AAC systems the way you buy clothes for toddlers
As a smart communication partner, we need to learn patterns
Request activity/more to say/want an activity/let’s go to column
Great example: WeSpeakPODD - YouTube and Facebook

23. More review….

31. References
Burkhardt, Linda. “Building Fluency for Modeling Language with PODD”, Closing the Gap Conference, October, 2015.