Presentation on theme: "SWAAAC 2011 Julie Ford, MS CCC-SLP Lisa Kesting, MA CCC-SLP."— Presentation transcript:
SWAAAC 2011 Julie Ford, MS CCC-SLP Lisa Kesting, MA CCC-SLP
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
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
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
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
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
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
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
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.
Using same input as you expect output Model in same manner as you expect for them to use Systematic presentation of 20 Questions
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.