1. Communication System Developed by Gayle Porter, Cerebral Palsy Education Centre, Inc., Glen Waverley, Victoria, Australia

2. To support children who are learning to communicate with enough vocabulary to meet their present communication needs AND To further develop their communication and language skills.

3.  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

4. Relate Information, Comment, Request Attention Agree, Disagree, Share Information, Describe Answer/Ask Questions, Ask for Things

5. Instruct Others, Discuss Interest, Bargain Express Opinions/FeelingsGreet, Manipulate, ProtestComplain, Joke

6. InteractionSyntaxSemanticsOperationLiteracy

7. Spoken Language Development: INPUT OUTPUT SPOKEN LANGUAGE View Video Example

8. Spoken Language ModelsUse of SymbolsUse of Sign Language Communication is Supported Through:

9. Child Learning Aided Symbols: INPUT OUTPUT SPOKEN LANGUAGE Symbol Aided Language Sign Language Text

10. Aim For Child Learning Aided Language: INPUT OUTPUT Symbol Aided Language Spoken Language Sign Language Symbol Aided Language Spoken Language Sign Language

11. 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

12.  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

13.  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

14. Immerse in an Environment Using PODD Target Use with a Variety of Functions Teach Initiation

15. Use different messages Use with different partners Use in different situations

16. Use it while talking to child Use it while expanding child’s utterances Use it while talking to others

17. Accept all child’s attempts as purposeful Only time PODD not available is when other kids are gagged

18.  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

19.  Navigation Features Between Pages “Let the PODD Guide You”

20.  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

21. Partner Powered: Reduces Cognitive Load for Child As They Learn to Navigate Partner has two roles: Model Use of PODD using Aided Language Stimulation Verbalize and Assist with Navigation as Child Uses PODD expressively

22.  PODD One Page/ Early Language Functions PODD One Page/ Early Language Functions  PODD Using Two Page, 70 Per Page PODD Using Two Page, 70 Per Page

23.  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.

24.  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

25. 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

26.  Developing ‘Loaner ‘ PODDS  Developing a Rubric and Data Collection forms  Assisting with access to Boardmaker Templates

27.  Whole Team Responsibility  Acknowledge that Communication is the Priority  Identify People Responsible for design/preparation of materials  All people in the environment able to model and use the child’s system

30.  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!

31.  Organization 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

32.  Organization 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.

33.  Use 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.

34.  Use 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.

35.  Use 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.

36.  Hints 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

37.  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!

38.  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.

39.  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

40. 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)

41. 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

42. Partner Assisted Scanning  Partner provides scanning by showing/pointing and/or speaking the names of symbols  Child responds to each scan by indicating acceptance or rejection (yes or no)  May use one movement for accept  May use two movements, one for accept and one for reject.

43. Partner Assisted Scanning Linear Column/Item Section/Column/Item Scan Patterns Auditory Visual Auditory + Visual Input

44. 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.

45. 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

46. 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

47. 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.

48. 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

50.  Diane Crouch, AT Consultant AEA 13, Peterson Center dcrouch@aea13.org  Denise Young, AT Consultant AEA 13, Halverson Center dyoung@aea13.org  Jody Madsen, AT Consultant AEA 13, Manawa Office jmadsen@aea13.org