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SWAAAC 2011 Julie Ford, MS CCC-SLP Lisa Kesting, MA CCC-SLP.

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Presentation on theme: "SWAAAC 2011 Julie Ford, MS CCC-SLP Lisa Kesting, MA CCC-SLP."— Presentation transcript:

1 SWAAAC 2011 Julie Ford, MS CCC-SLP Lisa Kesting, MA CCC-SLP

2  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  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  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  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  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  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  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  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  Using same input as you expect output  Model in same manner as you expect for them to use  Systematic presentation of 20 Questions

11  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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