SWAAAC 2011Julie 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 initiationBack up system for device userLack 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:

CommentsQuestionsRepairsNegationsShare and showPast and future eventsStating opinionsTelling 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, MODELFull, 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.