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:
a.gaskin@lancasterian.manchester.sch.uk
Telephone:
0161 445 0123