Getting Started with PODD
Getting Started with PODD
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What is PODD?
What is PODD?
PODD stands for:
Pragmatic – the ways that we use language socially and with purpose
Organization – words and symbols arranged in a systematic way
Dynamic Display – changing pages for a wide vocabulary and range of statements
PODD is a way of organizing whole-word and symbol vocabulary in a communication book or speech generating device to support expression and understanding of language for people with complex communication needs.
The aim of a PODD is to provide vocabulary for use in multiple environments, with a range of messages, across a range of topics. It is designed to be a tool in someone’s ‘toolbox of communication methods’ that is useful all the time. Selection of words and symbols in the PODD can be made by pointing, looking or other combinations of methods.
There’s many different types of PODDs, so the one to use will depend on the communication needs of the individual. Everyone has different communication preferences and abilities. This is why PODDs can have different formats, depending on the individual physical, sensory and communication needs of the user.
Why Use PODD?
Why Use PODD?
For communication "all the time"
There are many different types of communication aids. Some focus on providing vocabulary for a specific activity or schedule. One of the important features of PODD is that it is an all the time strategy, to use across the huge range of different environments, messages, and topics we come across in life.
To access a larger vocabulary of words
Just as a person who uses speech can choose from thousands of words in their head when they talk, PODDs aim to give people access to a greater vocabulary of words. PODD can provide a way to better express someone’s personality through a wide range of communication types, including requests, greetings, comments, questions, opinions and more.
If we restrict a person’s vocabulary to a smaller number of words, how will we know for sure that the person is not capable of more? Research has found that “a child who uses speech will independently select the words she wishes to use from the vast array of words she hears/sees used every day”. Similarly “a child who uses AAC will independently select the words she wishes to use from the vocabulary other people have chosen to model and, for aided symbols, made available for her to use” (Porter & Kirkland, 1995, p. 93-94). This means “we can never really know what a person is capable of until we provide them with the opportunity to learn and show us” (Porter, 2009).
To develop use and understanding of language
A PODD can be used not only in supporting effective communication, but also as a learning tool to assist the user’s understanding of other people’s spoken language too. A communication partner will point to the symbols as they talk to the person with complex communication needs, which facilitates understanding of speech.
There is even potential for PODDs and other augmentative and alternative communication strategies to assist speech development by supporting user’s attempts to produce spoken words.
To choose messages that suit each situation
A PODD is designed to support each individual with their own varied communication needs as effectively as possible. This means a focus on communication that is specific and efficient, in as socially-valued a manner as possible in order to understand others and to be understood. It’s a method that promotes independence for the user.
Different messages, partners and situations place different requirements on communication. For example, some messages have an emphasis on efficiency, such as quickly telling someone that you “need the toilet”, or to “hurry up”. Other messages need to be more specific, such as selecting the words you want to tell a story or express your personality.
A PODD allows this flexibility by providing ‘quick chat’ words as well as extended vocabulary.
It’s also sometimes called a "smart partner operating system" because humans can observe and problem solve to assist communication in ways computers can’t (Porter, 2007).
How Do I Use PODD?
How Do I Use PODD?
Use it all the time
Once you have your PODD, one of its primary aims for all those around the user is to use the PODD for communication all the time. This is a teaching strategy called “immersion”, essentially using the PODD method to communicate continually. The best way to use immersion for teaching language is to have access to lots of vocabulary. This allows other people to make the most of every opportunity to talk to the person with complex communication needs to use the symbols they are learning.
A number of studies have shown that immersion can assist language development for people with complex communication needs, increasing the person’s understanding and use of AAC strategies (Binger & Light, 2007; Bruno & Trembath, 2006; Cafiero, 2001; Drager et al, 2006; Harris & Reichle, 2004).
Always start on the first page
For all PODDs, the person is encouraged to start on the first page to indicate their message. Some messages will indicate a page number to turn to, leading the person to more words on that topic.
Unless the person with complex communication needs is able to independently direct which page they need via the “go to page number” links, the communication partner will usually turn the pages. This supports the user on just focusing on creating their message. How much assistance the communication partner provides will depend on every individual.
Bring it everywhere!
It is important to establish the habit to carry and have the PODD readily available everywhere the user goes, at all times. If it is not practical for them to have their PODD with them (e.g. while swimming), make sure that they have other effective methods available to them instead.
Remember everyone is different
As with other communication tools, there is no set recipe for how to use a PODD with everyone. The most important factor in successful PODD use is support from the person’s communication partners and making sure the goal is about genuine communication.
Using a PODD is not hard to do, it’s just a different approach to communicating with other people and does rely on people using the PODD system correctly, but in their own individual way.
Types of PODD Books
Types of PODD Books
A PODD may differ in the way it looks and is organized, depending on a person’s individual communication needs, as well as their sensory and their physical abilities.
Direct Access PODD communication books
Direct access PODDs are designed for the user to point directly to the symbols using their hand, a finger or a tool. They come in three main forms, where symbols and words can be shown on either one page or two pages at a time, or on two pages with page categories always visible on an additional fold-out side panel.
Alternative Access PODD communication books
If a person is unable to point directly to symbols with their hand, different modifications to PODD features can be trialed on alternative access PODDs to best meets the users sensory needs and physical abilities.
For example, for kids or adults with visual impairment it could be beneficial to use symbols that are less visually complex, or perhaps presenting sound and visual information separately is useful for people who have difficulty coordinating looking and listening at the same time.
Eyegaze & Coded-Access
With eyegaze, the person living with disability indicates the symbol they want using eye pointing. They look at their chosen symbol and their communication partner watches and interprets. The PODD has a hole in the middle (and a mirror for side-by-side sitting) so partners can see each other’s faces clearly, which is the key to success using this method.
Coded-Access is another eyegaze method, expect the PODD is arranged differently. Each column and row on a page is given a reference, such as a color or number. The user will indicate their message by looking at the color, then the number that matches the word they want.
Partner-Assisted Scanning
Partner-Assisted Scanning involves the communication partner pointing to or reading out the choices on each PODD page. The person with complex communication needs then indicates when they see or hear the message they want.
Pick Up & Give or Show
This PODD book has pull-off symbols and cards for users who benefit by having a concrete symbol to remove and pass to their partner, or by creating sentences on a strip. PODDs with pull-offs can quickly become bulky, therefore only key words are usually made removable. If direct pointing can be taught, this is encouraged as soon as possible and will assist with wider vocabulary. It can be useful for both kids and adults who are easily visually distracted.
Combination access
Combines different access methods to suit the individual, such as direct access by pointing or touching, and partner-assisted scanning of the PODD reading out choices on the PODD.
Electronic PODDs
It is possible to apply the format for PODDs to organise vocabulary on a speech generating device, allowing messages to be spoken aloud. The electronic PODD system is available on iPad and for Windows based communication devices, and can use touch or eyegaze technology.
A user might choose to use both a communication book and a speech generating device for communication using PODD, as both have advantages in different situations.
Adapted from NovitaTech website: https://novitatech.com.au/podd-communication-books/
Want to Learn More?
Want to Learn More?
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Alt-Shift - Building Blocks to Autonomous Communication Course: PODD - via EduPaths
Alt-Shift - Building Blocks to Autonomous Communication Course: PODD - via EduPaths
Communication is a prerequisite for teaching and learning. Augmentative and Alternative Communication (AAC) is a tool or support that assists a learner with communicating a message. Building Blocks to Autonomous Communication focuses on the what, why, and how of supporting learners with Complex Communication Needs (CCN).
The overarching goal is that individuals with CCN leave their educational programming as autonomous communicators - in other words, that they can say what they want to say, when they want to say it, how they want to say it, and with whom they wish to communicate. Each building block is designed to focus on a targeted set of knowledge and skills.
This knowledge and set of skills will enable educators to provide effective instruction to individuals with complex communication needs. This course focuses on information about PODD, which is a robust AAC tool and approach. [BBtAC Course 11 of 12]
SCECHs AVAILABLE - Upon completion of the course via EduPaths
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