Communication System Developed by Gayle Porter,
Cerebral Palsy Education Centre, Inc.,
Glen Waverley, Victoria, Australia
To support children who are
learning to communicate with
enough vocabulary to meet
their present communication
needs
AND
To further develop their
communication and language
skills.
We concentrate only on
meeting a child’s wants and
needs.
 We don’t provide children
with the opportunity to
communicate a variety of
language functions
 Our best guesses for
symbol supports aren’t
enough

Relate Information, Comment,
Request Attention
Agree, Disagree, Share
Information, Describe
Answer/Ask Questions, Ask for
Things
Instruct Others, Discuss Interest,
Bargain
Express Opinions/Feelings
Greet, Manipulate, Protest
Complain, Joke
Interaction
Literacy
Operation
Syntax
Semantics
Spoken Language Development:
INPUT
SPOKEN LANGUAGE
OUTPUT
SPOKEN LANGUAGE
View Video Example
Communication is Supported Through:
Spoken Language Models
Use of Symbols
Use of Sign Language
Child Learning Aided Symbols:
INPUT
SPOKEN LANGUAGE
OUTPUT
Symbol Aided Language
Sign Language
Text
Aim For Child Learning Aided Language:
INPUT
Symbol Aided Language
Spoken Language
Sign Language
OUTPUT
Symbol Aided Language
Spoken Language
Sign Language
Provides ability for child to use all forms
and functions of language development
Taught using aided language
stimulation in natural contexts
Provides a structured way to develop
communication with supports already
built in

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Beginning communicators or
children who don’t have any
effective communication
means
Children with significant
motor challenges along with
communication challenges
Children with visual or hearing
challenges who also have
communication challenges
Children introduced to PECS who need to
expand communication intents and
functions
 Children with Apraxia of speech who
need a functional communication system
 When other communication strategies are
not available
 When other strategies have not been
effective

Immerse in an Environment Using
PODD
Target Use with a Variety of
Functions
Teach Initiation
Use different messages
Use with different partners
Use in different situations
Use it while talking to child
Use it while expanding
child’s utterances
Use it while talking to
others
Accept all child’s
attempts as
purposeful
Only time PODD not
available is when
other kids are gagged
 Sets of Low Tech Dynamic Displays
with Specific Placement of
Vocabulary
*Quick Words
*Pragmatic
Branch Starters
*Categories Index
*Ability to
Expand/Add
Vocabulary
Specific to Child
 Navigation Features Between Pages
“Let the
PODD
Guide
You”

Each PODD contains same navigation
system so as child develops language, child
can move to the next level of PODD and
not have to learn a new system
Partner Powered: Reduces Cognitive Load
for Child As They Learn to Navigate
Partner has two roles:
•Model Use of PODD using
Aided Language Stimulation
•Verbalize and Assist with
Navigation as Child Uses
PODD expressively

PODD One Page/ Early Language Functions

PODD Using Two Page, 70 Per Page
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Only prerequisite for use of a PODD
is a motor movement of some kind.
Younger you start the better but
never too late.
Can start at any age with a symbol.
Be careful not to make wrong
assumption about language
potential of children; especially
those with severe motor
impairments or CVI.

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Assessment is ongoing as you observe
language needs of child.
Determine level of PODD based on Zone of
Proximal Development.
What child can do
alone
Structured
Guidance
What child can do in
collaboration with a
skilled partner
Assess Access Method
• Direct point, Scanning, Pull and Show, Eye
Gaze, Need for voice output switches
Assess Best Level of PODD
• Early Functions, Expanded Functions, Two
Page
• Determine specific vocabulary needs
 Developing ‘Loaner ‘
PODDS
 Developing a Rubric
and Data Collection
forms
 Assisting with access
to Boardmaker
Templates
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Whole Team Responsibility
Acknowledge that Communication is the
Priority
Identify People Responsible
for design/preparation of
materials
All people in the
environment able to model
and use the child’s system
 It’s not hard, it just takes
practice!
 Have to learn all languages
 Can’t learn sign without
 practice
 This is easier: once the patterns
of how to locate vocabulary are learned, child will
be able to say lots of words!

Organization of Vocabulary Designed
to Support Language and Learning
 If a child could use our complex adult
vocabulary and sentence structure they
would have a different (complex language)
PODD
 One page opening books use pragmatic
branch starters to support children who have
not developed sentence structure

Organization of Vocabulary Designed
to Support Language and Learning,
Cont.
 When using the book to model, talk like the
child and focus on communicating the message
using the pragmatic branches and predictable
links.
 Don’t look for all the words in the sentence in
English word order.

Use teaching strategies which encourage
recognition of the vocabulary needed as it
appears using the predictable links and
patterns.
 Reduce reliance on memory
 Only use written script provided for how to say the
target messages for practice as a back up to ensure
success
 Written scripts add complexity to the practice,
increased focus and effort trying to remember what
is written down.

Use teaching strategies
which encourage
recognition, Cont.
 Following a script often
distracts learner from
noticing the patterns that
will help them generate
novel messages.
 Use a ZEN (intuitive)
approach to use the PODD.

Use prompts and cues that provide
strategies for more independent use.
 Instead of showing where a word is
on a page, use cues to help them
look for the word themselves.
 Use verbal hints to help learn general
rules.

Hints for Modeling a One Page PODD
 Look at the symbols-use color and
shape cues
 Familiarize self with vocabulary on
1b
 Follow the branches
 Think what your message is about
then respond to the options
appearing on the page

Hints for Modeling a One Page PODD, Cont.
 Do not look for each word in English word
order
 Speak aloud the label on the symbol as
you point
 Regularly recap the message “thus far”
 Repeat the message in normal spoken
English at the end
 Can’t find a word, write it on the list
 Don’t worry, you can always model OOPS!

Hints for Modeling a Two Page PODD
 Look at the symbols. Use color & shape
cues
 Orientate yourself to the page layout
 Familiarize yourself with vocabulary on 1b
 If message starts with name of person go
to people page first
 THINK- main content (topic)- go to that
section and use predictably associated
vocabulary.

Hints for Modeling a Two Page PODD, Cont.
 Use operational commands and link
buttons
 Speak aloud the label on the symbol as you
point
 Regularly recap the message “thus far”
 Repeat the message in normal spoken
English at the end
 Can’t find a word- write it on the list
 If you have an OOPS, use management
phrases and category links to fix mistake
Direct Point with Whole Hand, Finger or Tool
 Consider range of movement for best
placement of PODD
 How does he point, describe in book
so all know his method
 Easier to read a point with smaller
symbols widely placed than large symbols
closely spaced (adapting PODD may be
needed)
Pick Up and Give/Show
 Good for those who need attention drawn
to book
 Good for those who need vision support to
manage complexity of display
 Good for those who need to see before
they hear (process best visually).
 Good for those who need to directly pass
picture to partner
Partner Assisted Scanning
 Partner provides scanning by
showing/pointing and/or
speaking the names of symbols
 Child responds to each scan by indicating
acceptance or rejection (yes or no)
 May use one movement for accept
 May use two movements, one for accept
and one for reject.
Partner Assisted Scanning
Scan
Patterns
Input
• Linear
• Column/Item
• Section/Column/Item
• Auditory
• Visual
• Auditory + Visual
Eye Gaze
•Combines use of child’s eye gaze with
partner assisted scanning
•Symbols are placed around edge of cut
out viewing area for scanning
•Symbols are clustered into
groups and child first indicates
the group, then uses PAS to
choose item within the group.
Vision Challenges
•May need magnification/special
lighting/reduced glare on lamination
•May need special colored
backgrounds/thicker boarders around
buttons
•PODD may need to be presented in a
certain field or child moves head to
avoid blind spots
Vision Challenges
•Visual complexity of symbols or
background may need reduced
•Limit number of symbols viewed
at one time (column pull off)
•Allow children time to look - then
move without distracting them
during the process
•Assist focus by using a light on
symbol
Children will learn their PODD
by seeing how others use it!
Use it every day all day.
Model the child’s method of
initiation.
Always begin modeling on the
front page and use the branch
pathways and operational
symbols.
Speak aloud the label as you indicate
the symbol
Regularly recap the message thus far
Repeat the message in normal
spoken English at the end.
If using PAS model yourself using this
access method some of the time
(try using different vocal tone to
separate what you are scanning
from what you are choosing

Diane Crouch, AT Consultant
AEA 13, Peterson Center
[email protected]

Denise Young, AT Consultant
AEA 13, Halverson Center
[email protected]

Jody Madsen, AT Consultant
AEA 13, Manawa Office
[email protected]