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Pragmatically Organized Dynamic Display (PODD)

Pragmatically Organized Dynamic Display (PODD). SWAAAC 2011 Julie Ford, MS CCC-SLP Lisa Kesting, MA CCC-SLP. Where?. Gayle Porter developed in Australia Linda Burkhart brought it to US Purchased from Mayer-Johnson $275 for direct select Scanning not out yet, but can be made from direct.

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Pragmatically Organized Dynamic Display (PODD)

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  1. Pragmatically Organized Dynamic Display (PODD) SWAAAC 2011 Julie Ford, MS CCC-SLP Lisa Kesting, MA CCC-SLP

  2. Where? • Gayle Porter developed in Australia • Linda Burkhart brought it to US • Purchased from Mayer-Johnson • $275 for direct select • Scanning not out yet, but can be made from direct

  3. Who? • Multiple disabilities, • Complex communication needs, • apraxia/unintelligible, • Autism, • CVI, • struggling device users/access issues • Other considerations: • Lack of initiation • Back up system for device user • Lack of motivation to communicate

  4. What? • A series of pictures • A variety of layouts • Scanning v. direct select • Organized from general to specific • Can be modified to be very specific to user • Child initiated, adult assisted Data sheet

  5. When? • Every time you transition • Every time you communicate to student • For the following language functions: • Comments • Questions • Repairs • Negations • Share and show • Past and future events • Stating opinions • Telling stories Data sheet

  6. Why? • Initiation—communication begins with intent • We do NOT know what others want to say • Choices are not enough—yes/no • Opportunities to communicate novel thoughts and ideas quickly • Wide range of communication functions • The result of the effort must be worth the effort • Technology vs. “Smart Partner” • SP reads nonverbal cues • SP adjusts the interaction as needed • Accuracy of motor skills not crucial for success • Focus on developing language and communication skills separately from motor skills

  7. How to Start • MODEL, MODEL, MODEL • Full, partial, quick • Give all choices first • When they pick random stuff, follow and interpret • Tell the process and reiterate as they move from page to page • Staff turns pages—not students! • Give feedback on yes/no

  8. Initiation • Some children will expressively use PODD after a few models, others will require months or years of receptive input. • Recognize when the child may have something to say through behavior, eye gaze, vocalizations. • Make certain EVERYONE in the environment knows the child’s cues and responds appropriately. • Ask, “Do you have something to say?” or “You look like you have something to say.” • Start with PODD

  9. Strategies • Adult should become fluent with PODD system • Use conversational language • Multiple communication partners—all modeling • Avoid asking too many questions • Use activity specific pages • Establish the habit that PODD is always with the child.

  10. Partner Assisted Communication • Using same input as you expect output • Model in same manner as you expect for them to use • Systematic presentation of 20 Questions

  11. How to Teach Yes/No • Why use switches • How to transition from natural to yes/no • Only need a yes • Don’t ask yes/no for random questions, use only in conjunction w/PODD • Verbally reference the movement you observed and the meaning you assigned to this movement.

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