Transcript PODD Books
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
Issues relating to staff support when using
PODD books
How pupils’ communication skills develop using
the Communication Competencies Framework
The 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 timetables
Behavioural prompts
Range of visual supports for language –
choiceboards, reminders, narrative prompts etc.
Topic/language boards
Communication books
Communication
Books
Communication books taxonomic
Vocabulary organised into categories
Communication books schematic
Vocabulary organised according to pupil
events/activities
Communication books include both core + fringe
vocabulary
CORE: everyday vocabulary
FRINGE: vocabulary specific to the individual
Low Tech Issues
Maintaining & updating vocabulary
Topic/language boards – transient vocabulary?
Developing linguistic competency
Technology
Light tech strategies
BigMacks/Step-by-steps/Talking Notepads etc.
GoTalk/TechSmart
High Tech strategies
DynaVox V/Pathfinder/Palmtop/ECO2/Altchat
Ready 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.
PODD Principles
Enables automatic level changes
Increased efficiency in the location
of vocabulary
Relevantly placed vocabulary
Ability to navigate between pages
PODD resources provide variety of
layouts to suit language levels.
PODD Books
Differentiation
One page opening – 9, 12, 16 and 20
Two 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 pupils
Extended to wider range of pupils
Variety of PODD layouts
Lancasterian customisation
Increasing range of access methods
Development 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 Feedback
Positive
“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 Feedback
Negative
Difficult to manage physically
Sometimes difficult to find vocabulary
Not 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 book
Spontaneous use of PODD book
Novel structure used without modelling
Purposeful incorrect response followed by
“Just joking” comment........AND very
cheeky smile!!!!
Communication
Competency
Operational Competency
Clear navigational pathways
Tab system & colour coding
Does not have to be physically manipulated
by pupil – communication partner involvement
Allows different access methods
Potential Concerns:
? Cumbersome
? Best way of putting together
? Binding???
Communication
Competency
Linguistic Competency
Language content – positioning of vocab
Combines traditionally used communication
book principles
Wide range of vocabulary allows use in range
of situations
Potential Concerns:
? Difficulty linking vocabulary
?Use of more complex
sentence structures
Communication
Competency
Social Competency
Pragmatic branch starters structure interaction
Pragmatic branch starters focus on functional
communication
Does not have to be physically manipulated by
pupil – communication partner involvement
Potential Concerns:
Facilitator vs: communication
partner confusion
Communication
Competency
Strategic Competency
Oops!
Tab system helps navigate
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
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 use
Dynamic version
Relationship PODD & VOCAS
Over time PODD Users and Comm’ Partners…
Familiar with location of remember
words wanting to use
pathway taught
Familiar with layout
Helps Consolidate and build
upon language
Immersed in
language
Able to tell type of message straight
away EG. ‘Something’s wrong’!
Further
Information
Contact:
Alli Gaskin
Specialist Speech & Language Therapist
Lancasterian School
Email:
[email protected]
Telephone:
0161 445 0123