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PODD 15 User Manual

1. e This page links from the main page and provides a space for the user to add device controls e A few common controls are included on the template with spaces to add user device specific controls e BIG WORKSPACE links to a page with a large workspace to display longer messages This can be useful for children who rely on pictographs to support their understanding to see the whole of longer messages PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 52 01 questions e Automatically closing page including WH question words and phrases e TELL ME YES NO functions like raising intonation to mark questions in early language development This item links directly to the categories index so that the child can indicate what they are asking e The word QUESTION is also on this page e This page is linked from multiple activity based pages as predictably associated vocabulary e Note that this page is a different page from the 08 questions section that is linked from the main page and the categories index 01 pronoun e Automatically closing pages including personal pronouns e This section is linked from multiple sections as predictably associated vocabulary There is no direct link to this vocabulary from the 07 CATEGORIES index to discourage people modelling less efficient pathways e Words are grouped together based on the person referenced e g all the pronouns referring to self I ME MY MINE MYSELF
2. singing songs and interacting during educational tasks where multiple animal names of the same type are used one after the other it does require multiple selections to access multiple words in the same sub section You may choose to change the first page in each sub category to stay open to select multiple items from the sub category until the OOOPS cell is selected To do this enter edit mode select edit grid settings then self closing grid no tick in the check box here keeps the pages open Please note that second pages in the sub category will still close and the TURN THE PAGE cell o000 0 PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 70 has a jump back command It is recommended that you return these pages to self closing grids for general communication purposes The item BABY ANIMAL is included on the first page to be used with the names of animals from all pages in this section Specific names for young pets and farm animals are included in this page set The word VET is also included on the first page 22 days amp times This page set includes commonly used time concepts Children generally require many models of these concepts used by others in order to learn their meanings The days amp times section may primarily be used by communication partners to provide receptive input with children at earlier stages of language development NOT is included on the first page of this section as predictably
3. Please add problems experienced by the individual o A range of computer equipment and programs vocabulary is included on the second page with space to add vocabulary for more specific equipment and programs used by the individual on the next page 47 Sports Vocabulary to interact when playing or talking about sports o This section includes a wide range of verbs The first page includes links to sports actions movements and ball actions o Space is available on the second page to add in sports and teams plus relevant equipment of interest to or played by the child 50 Toilet Vocabulary to interact when going to the toilet particularly relevant during toilet training or for children who require assistance o JUMP BACK replaces the link to CATEGORIES because the link to this page comes from multiple sections o This page is number 50 as parental feedback suggested placing the toilet display in a very easy to find position for frequent fast access so it is positioned as the last activity display in a paper PODD communication book Consider whether the child requires all of these activity displays to be included in their PODD and or they require other activity displays To delete an activity display To delete an activity display from an electronic PODD delete all the JUMP TO PAGE links to that page You may choose to keep the name of the activity but remove the link to the activity display You can either then delete the pages with tha
4. Predictably associated vocabulary is accessible via links to the automatically closing pages School people School Chat includes links to greetings and manners and opinions Questions Pronouns section specific Actions o Little words e School subject displays also include a direct link to return to the school section e The generic page set includes displays for some common school subjects and links to 9 other subject displays ready for the user to add vocabulary for other subjects e READING subject display 29a school book o Based on the book activity display linked from activities with changes to the first page to include School people and School Chat and a link back to the school section All other pages are shared o The second page includes links to READING INSTRUCTION and BOOK DISPLAYS o The reading instruction page includes a range of vocabulary that is generally used in early literacy instruction o BOOK DISPLAYS links to an index to add story specific displays for books the child is repeatedly reading as part of literacy instruction shared or guided reading See information on the book displays section below under the heading 56 book pages e WRITING subject display 25j literacy includes a range of vocabulary to talk about writing 00000 PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 75 o There is a link from the first page to the alphabet pages The default page link is to
5. Prior to deleting any pages check whether the page is also accessed from another section in the PODD e g page 42 tools build may also be accessed from the things category 12 places The places section links from both the LET S GO pragmatic branch starter and the PLACES category enabling this vocabulary to be used to express a range of communicative intents Predictably associated vocabulary is accessible via pronouns places actions and little words links to automatically closing pages The example page set includes a link from 12a places to the 17 house amp garden section 25f school places and 11g outside activities page primarily to allow access to this vocabulary via the LET S GO pragmatic branch starter For example LET S GO HOUSE amp GARDEN KITCHEN LET S GO OUTSIDE ACTIVITIES PICNIC PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 65 e Retail places shops take away and restaurants are sub categorised with a page link to shops e VISIT links directly to 09 people to identify who the child has will visit e There is an aim to include more frequently visited talked about places on the first and second pages of this section with holiday destinations on the third page There is a link to world places from the third page as it is anticipated that these words may be less frequently used like putting extended fringe vocabulary on a list e Not all place names are i
6. There is also a predictable link from the verb TURN to a page with words to finish the instruction IT ON OFF UP DOWN IN OVER AROUND without having to navigate to these words on the ittle words pages The verb PUSH has a predictable a link to give common instructions IT HIGH LOW UP DOWN OVER AROUND BIG LITTLE FAST SLOW LEFT RIGHT BACK FORWARD when playing on a swing slide or moving toy outside Note that IT does not close these pages as it is predictably followed by other words on that page o The activities on the first page of this section are more likely to use an electronic device during the activity and may frequently use the PUSH verb and link to instruct helpers o BALL and WATERPLAY link to separate activity displays kinder versions o Please note that SANDPIT does not link to a separate page as electronic devices cannot be used in sandy environments Using the device with water play is also questionable but can often position the device away from the splashes but within reach A separate paper activity display could be made for interaction in the sandpit There are some words for sand toys on the third page of this section Spaces were left on the second page to add other activities o MAKE SOMETHING and PLAY HOUSE home corner were intentionally repeated in this section as children also do these activities outside o There is a link back to inside activities first page of kindergarten section
7. say DIDN T GO not DIDN T WENT Note that 10a actions OOPS is a copy of the first page in the actions section with OOOPS replacing GO BACK TO MAIN PAGE This modification enables a direct return to the past tense verbs if accessing NOT was an error e After selecting the words required from the actions page categories needs to be selected to finish the sentence o Note Including a predictable link to the categories section associated with most of the actions words was tried but this was found to be extremely annoying whenever an access error was made as it is inefficient to navigate back via the main page to start the TELL branch again just to return to the past tense actions page Repeating this branch also includes spoken messages that are pragmatically inappropriate to repeat IT S ABOUT NOW links to ing 10a actions e This page is basically a copy of the actions section with the verbs in present progressive ing tense All pages from the actions section have been duplicated with the verbs in present progressive ing tense and the links changed to jump to the ing tense version PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 18 o Note that WANT on the first page of this section has not been changed to WANTING as WANT is the more common verb usage when talking about NOW WANTING has been added to the fourth page in this section in case people also want to access this verb form for less common message
8. 25 BALL is duplicated in both the toys and the outside activities sub categories for the same reason e The child may not require all of these items and their associated displays and or may require additional vocabulary and links to new pages for other activity displays e When adding vocabulary for different activities consider whether the child also requires a display to interact during the activity If adding a display to the PODD ensure that all the GO TO PAGE number links are in place to enable the child to navigate to that page e When removing activity vocabulary that has an associated activity display you may also need to remove the display Prior to deleting any pages check whether the page is also accessed from another section in the PODD e g page 42 tools build may also be accessed from the things category 12 places e The places section links from both the LET S GO pragmatic branch starter and the PLACES category enabling this vocabulary to be used to express a range of communicative intents e The first page of this section includes links to the house amp garden section kindergarten school places and outside activities pages primarily to allow access to this vocabulary via the LET S GO pragmatic branch starter For example LET S GO HOUSE amp GARDEN KITCHEN LET S GO OUTSIDE ACTIVITIES PICNIC o NOTE that the word for school kindergarten is also included as a vocabulary item to tal
9. IT S TIME TO branch DO SOMEHING ELSE links to the categories section to access vocabulary to tell people what action activity or routine it is time to do and GO somewhere predictably links to the places section Both of these insert their label into the message window to form part of the sentence E g IT S TIME TO GO predictive link PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 17 to places section HOME IT S TIME TO DO SOMETHING ELSE predictive link to categories section activities HAVE SOMETHING TO EAT OR DRINK e ONE OF MY STORIES provides a link to pages 54 stories index containing pre prepared anecdotes The anecdote information chunking strategy is particularly useful for children who like to tell stories but find word by word construction of narrative too difficult or time consuming e MESSAGE provides a space to store a simple current message For example to remind mum to send in the permission slip back to school or to tempt people into a conversation with a currently relevant message E g name of sports team RULES GUESS WHAT I GOT TODAY The idea is to frequently change this message in collaboration with the child To add the text for a message enter edit mode select the MESSAGE cell and type the sentence in the text box e Tense clues IT S ALREADY HAPPENED IT S ABOUT NOW IT S GOING TO HAPPEN and IT S ALWAYS HAPPENING link to pages of verbs in the appropriate tense
10. If wanting some cells to be selected without closing the grid o Open the grid in Edit Mode o Select Edit grid Settings o Deselect Self closing grid o Add a Jump Back command to any cells you want to close the page after selection Activity specific pages 0 activity grid amp 0 activity grid 2 e Used for activity specific displays designed to support interaction during an ongoing activity e O activity grid is used as the first page in an activity specific section In addition to the four operational buttons located on the right side of all first pages in a section there are links to CHAT WORDS and QUESTIONS automatically closing pages to extend the vocabulary available for interaction during the activity Space to add 9 vocabulary items link buttons plus TURN THE PAGE in the bottom right corner e O activity grid 2 is used as the second page in an activity specific section In addition to the OOPS and TURN THE PAGE cells there are direct links to LIKE and DON T LIKE sections to 6 express opinions This is a self closing grid e Note the 0 auto close grid would be used for other pages in an activity section School Book pages 0 book grid and 0 book grid 2 e Used for story specific displays designed to support interaction during shared guided reading in the school version e O book grid is used as the first page with general vocabulary to interact during shared reading The only change needed on this page is to edi
11. LIKE THIS and I DON T LIKE THIS to express opinions means there one less cell available for pragmatic branch starters The phrase I HAVE A SECRET is included in the chat section of the Preschool page set e The I WANT LET S GO and I THINK IT S pragmatic branch starters insert into the message window when selected This is because these phrases can be used to start sentences to express these intents o Note that in the Preschool page set I LIKE THIS and I DONT LIKE THIS do not insert into the message window as these phrases are not a natural start to the sentence see information under heading 04 opinions 04 like don t like below e The SOMETHING S WRONG I HAVE AN IDEA I M ASKING A QUESTION I M TELLING YOU SOMETHING I M TELLING A STORY and I WANT TO SHOW YOU SOMETHING pragmatic branch starters speak a message out loud when selected This is done to attract the partner s attention to and clarify the intention of the child s message It also helps the child to mark the time of the initiation of their turn when it may take some time for them to construct their whole message This is particularly useful if the message related to the conversation or activity at the time of initiation It may assist partners to wait for the child to take their turn or at least assist partners to identify the context of the message Note that the spoken message for some branches is slightly different to the label to make it sound more natural o
12. Sensory Software International Ltd PODD 15 35 o The second page includes links to READING INSTRUCTION and STORY DISPLAYS o The reading instruction page includes a range of vocabulary that is generally used in early literacy instruction o BOOK DISPLAYS links to an index to add story specific displays for books the child is repeatedly reading as part of literacy instruction shared or guided reading See information on the book displays section below under the heading 56 book Pages e WRITING subject display 257 literacy includes a range of vocabulary to talk about writing o There is a link from the first page to the alphabet pages The default page link is to 51a alphabet 6 LC Change this link if you have decided to use a different alphabet display e MATHS subject display 25k Maths includes a range of vocabulary to interact during maths classes with predictable links to the numbers descriptions and days and times sections There is also a link to a money page as this is a common area of study in Maths class e MUSIC subject display 28a school music includes a range of vocabulary interact during music e ART subject display 25k art includes a range of vocabulary to interact during art class e SPORTS subject display 47a school sports includes a range of vocabulary to interact during and sports classes 26 Religion e The example page set allows for people to include different vocabulary to suit different religions e
13. THEY GO o HE SHE EVERYONE SOMEONE and all people s names and words JUMP BACK to third 10a actions E g HE GOES MUM GOES THE CLASS GOES THE BABY GOES o Note that MY YOUR OUR and THEIR also JUMP BACK to third 10a actions as they are generally refer to a single third person e g YOUR MUM GOES OUR BABY GOES o Note that if you are adding a word to the people s section that is not a third person repeat it on the third people page with the associated link to 10a actions regular base verbs E g CHILDREN GO o Note that selecting AND on the third 09a people page has predictable links to 10a actions regular base verbs and back to this page to access the appropriate verb form when more than one person s name is selected e All pages from the actions section have been duplicated with the verbs in third person singular form and the links changed to jump to the third person singular version e The negation words on NOT have predictable links to the regular base verbs on 10a actions page as the most likely language usage e g She DOESN T WANT THAT e The little actions have predictable links based on typical word usage AM IS ARE and FINISHES link directly to the categories section and DOES CAN SHOULD WOULD and MIGHT link to 10a actions regular base verbs e After selecting the words required from the actions page categories needs to be selected to finish the sentence 03 show e Includes vocabulary and links to ot
14. Television Vocabulary to interact when watching TV and to talk about TV shows and movies at other times PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 36 o Includes links to automatically closing pages to add the names of the child s favourite TV shows and DVDs video files o Note that there is a predictable link from the word TURN in television actions to a page with words to finish the instruction IT ON OFF UP DOWN AROUND Note that IT does not close the page as it is predictably followed by other words on that page o If the device includes environmental control functions compatible with the child s TV you would link a page to TV controls from this section e 28 Music Vocabulary to interact when singing playing and listening to music and to talk about music at other times o The school subjects music display linked from the schoo section has a different first page 28a school music but shares all the other music activity specific pages o Includes links to automatically closing pages for instruments and to add the names of the child s songs and favourite musicians and their music o Note that there is a predictable link from the word TURN in music actions to a page with words to finish the instruction IT ON OFF UP DOWN OVER Note that IT does not close the page as it is predictably followed by other words on that page o If the device supports playing music files or enviro
15. are predictably followed by other words on this page e g DARK BLUE o Shapes Automatically closing pages In addition to shapes includes other vocabulary associated with drawing and patterns e g SPOTTY DOT CHECK STRAIGHT LINE o Size Automatically closing pages Includes FAT and THIN in addition to a range of other size descriptors Numbers See information below Feels All cells except FEELS automatically jump back close the page Tastes All cells except TASTES automatically jump back close the page Looks All cells except LOOKS automatically jump back close the page Weather Uses a page grid that supports more predictably associated vocabulary to discuss the weather with minimal page changes This also allows for the actions link to go to a different page with predictably associated related to weather weather actions There is also a predictable link to 22a days close page Other descriptions vocabulary that does not fit into these sub categories is accessed via TURN THE PAGE O O O 0O O Numbers sub category The first page in the numbers sub category includes the numbers 1 9 and 0 SPACE and a link to number functions and TURN THE PAGE to access other vocabulary for number concepts and to participate in maths classes The first page needs to stay open when numbers are selected to support combination of numerals to create larger numbers For the same reason automatic spaces are not inserted after selecting a numbe
16. automatically closing pages JUMP BACK is used to return to the main doll activity page to continue doll play e 39 Toy cars Vocabulary to interact when playing with toy cars trains or planes o Note The toy cars display linked from the kindergarten section has a different first page 39a kinder toy cars but shares all the other toy cars activity specific pages o Includes a link to transport descriptions automatically closing page o If the child has a train set or other vehicle that does specific functions you may want to add another activity display more specific to play with that vehicle e 40 Bubbles Vocabulary to interact when playing with bubbles o Note The bubbles display linked from the kindergarten section has a different first page 40a kinder bubbles but shares all the other bubbles activity specific pages o Includes a links to the size page A link to the many usually found as an automatically closing page of ittle words is duplicated on the first page for more efficient access to these words more frequently used during bubble play o There is space on the second page to add the child s bubble toys e 41 Ball Vocabulary to interact when playing ball o Note The ball display linked from the kindergarten section has a different first page 41a kinder ball but shares all the other ball activity specific pages o Includes a links to the size page A link to the many usually found as an automatically closing pa
17. be repeated on pages past 09a people ing 09a people close and third 09a people close to be used in the TELL pathway to relate information 10 actions verbs The actions section links from both the DO SOMETHING pragmatic branch starter and the ACTIONS category to enable this vocabulary to be used to express a range of communicative intents Includes common verb vocabulary and predictably associated personal pronouns and little words PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 63 e The range of verbs used by young children can be huge This makes it difficult to practically include all verbs in the action section with only 15 items per page Words are prioritised for inclusion in this action word section if they are o frequently used to construct sentences across a range of semantic categories o used as auxiliaries with other verbs in this section o frequently used to request actions or give instructions o a specific movement the child frequently performs e MOVEMENTS the child performs with their body e g ROLL SIT UP CRAWL GRASP BEND CLAP WAVE are sub categorised with a link from the first page in the 10 actions section e LITTLE ACTIONS Includes auxiliary verbs DO CAN WILL AM IS ARE WAS WERE lt BE SHOULD WOULD MIGHT and verb morphology commands PAST ING S Given the target child language level for this page set the words and functions on the ittle actions page are pr
18. by listening to what peers are making with their play dough to add extra ideas to this page e 32 Draw Vocabulary to interact when drawing o Includes links to colour and shapes pages o The second page includes a range of common drawing tools and materials with spaces to add other tools and materials the child uses o The phrase I WANT TO SHOW links directly to the people section so the child can name the person they want to show PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 37 e 33 Paint Vocabulary to interact when painting and finger painting o Includes links to colour page automatically closing page o The second page includes a range of materials and equipment used when painting o The phrase I WANT TO SHOW links directly to the people section so the child can name the person they want to show e 34 Cut and Paste Vocabulary to interact when cutting and or pasting o Includes links to the descriptions section o The second page includes a range of materials and equipment used to cut and paste o The phrase I WANT TO SHOW links directly to the people section so the child can name the person they want to show e 35 Cook Vocabulary to interact when cooking or interacting with someone else who is cooking o Includes links to the descriptions section on the first page o A link to the kitchen and dishes and utensils sub categories of the house and garden section and the food sub category of the food an
19. cereals spreads fruit vegetables meat amp fish and meals e The names of meals BREAKFAST LUNCH DINNER SNACK are included in the FOOD sub category not on the second page of the section because this automatically closing page is linked form other sections and activity displays where these words may be required in addition to the names of food items e There are a lot of spaces in this section to add the child s preferred foods and drinks as the range of options is enormous only the most commonly used words are already included on the pages 19 transport e Includes a range of vehicles commonly seen and talked about by young children e The first page in the section includes predictably associated verbs and pronouns and more frequently used seen vehicles There is also a link to the toy cars activity specific section e The second page includes aircraft emergency vehicles public transport and transport places e The third page includes boats work vehicles siren and parts of vehicles and roads e There is a blank fourth page to add extended transport vocabulary e The child s individual frequency of word use should be considered during the customisation moving more frequently used words to the earlier pages 20 characters e The example pages include common story and magical characters and vocabulary to refer to the different character things and media e g concert DVD CD e The first page of this section includes pred
20. child s relating of information in the appropriate tense The predictable links also encourage children to learn to relate information using subject verb object sentences IT S ALREADY HAPPENED links to past 10a actions e This page is basically a copy of the actions section with the verbs in past tense PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 56 It includes the same predictably associated page pronouns but replaces the link to little words with the automatically closing page past 09a people This is a modified automatically closing version of the first page in the people section When customizing this page set it will be necessary to add people s names to this page in addition to the 09a people page linked from categories The links to other people s names from past 09a people lead to regular pages in the people section The predictably associated vocabulary A THE IT AND is included on past 09a people All pages from the actions section have been duplicated with the verbs in past tense and the links changed to jump to the past tense version The negation words on NOT have predictable links to the regular base form verbs on 10a actions as past tense verbs do not usually follow negation e g say DIDN T GO not DIDN T WENT HAD NOT is the exception Past little actions also include some variation in the verbs included and the predictable links to the appropriate verb forms to compete the
21. conversational discourse requirements Efficiency to meet communication requirements is the overriding factor determining the organisation and placement of vocabulary in the PODD Communication requirements are peer referenced The functions and messages children learning aided language need to express are similar to their speaking peers but the form of communication is different Typical development of spoken English pragmatics semantics syntax morphology is used as a guide to the pragmatics semantics syntax and morphology required at different stages of development Aided language development and use Using a different aided form of communication results in some variation in language production and acquisition from spoken language There is currently not a large enough evidence base to produce the type of aided language development charts we have for spoken languages Researching typical aided language development is also affected by the catch 22 for aided language acquisition that aided language does not naturally exist in the environment so children can only learn and demonstrate use what has been provided for them to use However we do know of two key differences using an aided language form that influence graphic symbol word use o Increased use of multi modal communication For example using head movements for single words YES and NO pointing to mean THERE THAT o Speed of communication is reduced effort to produce each wo
22. e g personal aids such as splints and other vocabulary related to dressing and grooming Predictably associated vocabulary is located on the first page to start sentences including vocabulary from all pages in this section Single symbols are used to represent the two word phrases PUT ON and TAKE OFF to conserve spaces in this page set A direct link to colours and an automatically closing page clothes descriptions are also on the first page Associated vocabulary automatically closing pages are used to more efficiently access the range of vocabulary included in this section o Shoes and socks o Tops o Bottoms Vocabulary for underwear is included in one of these sections according to the body part it is worn on e g UNDIES in bottoms Other clothes vocabulary that does not fit within these groupings is placed on the second page Vocabulary for any equipment aids that are worn by the child e g arm wraps leg splints AFOs wristband may need to be added to the clothes section Place any items frequently put on and taken off during the day on the second page If more space is required on the second page move clothes items that are not used every day to the third page If the child has a lot of equipment they wear consider adding a personal equipment automatically closing page Note that even though boys may not wear dresses and skirts these words are included to comment on talk about what other people are wearing A link t
23. enabling this vocabulary to be used to express a range of communicative intents As children are most likely to access this section via the I WANT request the category link to FOOD DRINK is on the second page of the categories index e This section uses the activity page grid to provide more predictably associated vocabulary to interact during mealtimes with minimal page changes Predictably associated vocabulary is accessible via links to chat meal manners questions pronouns meal actions meal descriptions and little words automatically closing pages Links to frequently required at mealtimes vocabulary on dishes amp utensils and kitchen automatically closing pages are also included on the first page of this section e To manage the large range of predictably associated verbs related to mealtimes automatically closing pages are used to group verbs for eating drinking eat amp drink cleaning clean and cooking cook Meal actions The words EAT and DRINK frequently used during mealtimes are on the meal actions page for faster access and in the eat amp drink associated vocabulary page in case this page is linked from other section e Food and drink vocabulary is sub categorised from the links to food and drink located on the first page of this section Food is further sub categorised by type snacks amp desert bread amp cereals spreads fruit vegetables meat amp fish and meals e The names of meals BREAKFAST LUNCH D
24. gestural mode i e head nod and shake to communicate these words as part of their multi modal communication system If the individual does not have a faster more efficient method of indicating YES NO that is understood by most partners then these words would need to be added to the first page of the chat sections o Core words such as IT and THAT are also not included in the quick chat section of this page set based on the assumption that children will more efficiently point with hands and or eyes directly to items to quickly refer to them Note that when IT and THAT are spoken as single words people concurrently point to the referent It is the point that carries the meaning Using a speech generating device the spoken word and the point need to be produced sequentially Note that these words are located in other sections of the PODD for use to express other functions e The phrases I NEED MY COMMUNICATION BOOK and I NEED TO GO TO THE TOILET are also on the first page of chat for efficient access from multiple sections e The phrase I NEED TO GO TO THE TOILET has a predictable link to the toilet activity specific pages 50a toilet to support interaction during toileting The vocabulary on this page is particularly useful for children who need assistance with toileting or are currently learning to go to the toilet The 50 toilet pages also link from the 11 activities and 25 school kinder chat pages sections e DO YOU WANT TO HEAR A JOKE on the
25. grid with predictably associated vocabulary links to interact during the activity with minimal page changes Predictably associated vocabulary is accessible via links to the automatically closing pages o Chat Greet and manners Questions pronouns section specific Actions Opinions Little words In the kinder versions of the activity displays the general chat link is replaced by the link to kinder chat with greet manners and call linked from kinder chat and kinder people replaces the direct link to greet and manners e This section uses the activity page grid to provide more predictably associated vocabulary Links to frequently required at mealtimes vocabulary on dishes amp utensils and kitchen automatically closing pages are also included on the first page of this section e Note that the name of the activity is usually included in the top right vocabulary symbol cell on the first page of the activity displays This supports the development of more efficient automatic location of symbol cell to request the activity see 00000 0 PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 76 information in 08 activities section for explanation of the navigation pathway to request Example activity specific pages included in this page set are e 27 Television Vocabulary to interact when watching TV and to talk about TV shows and movies at other times o Includes links to automatically closing pages t
26. language commonly introduced in early childhood and at school Weather is also included in this section as we describe the weather On the first page of this section JUMP BACK replaces the link to CATEGORIES This is done as the descriptions section links from multiple in addition to the categories index The JUMP BACK cell allows for more efficient moving between the pages being PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 32 used at that time If the descriptions section was accessed via the categories index then JUMP BACK will go back to the categories page e NOT SAME and DIFFERENT are included on the first page of the section as they are frequently used with vocabulary from all other pages in this section e Vocabulary is organised into according to what the word describes e The sub category links from the first page of this section are o Colours All cells except LIGHT and DARK automatically jump back close the page LIGHT and DARK do not close the page as they are predictably followed by other words on this page e g DARK BLUE o Shapes Automatically closing pages In addition to shapes includes other vocabulary associated with drawing and patterns e g SPOTTY DOT CHECK STRAIGHT LINE o Size Automatically closing pages Includes FAT and THIN in addition to a range of other size descriptors Numbers See information below Feels All cells except FEELS automatically jump back clos
27. may use the you to mean you do it you yours and your turn Generally the simplification commonly used in early speech development is selected A disadvantage of this option is that partners will not have access to select the appropriate word form when they are using the device to provide receptive input Therefore the messages spoken by partners using the device will also be in the simplified form This is the option used in the PODD 15 versions e Smart partners can use clues in the PODD e g tense clues to speak the message out loud In the PODD 15 and PODD 15 page sets extra pages have been programmed to scaffold s the child s message to be spoken using the appropriate verb tense see information in the section description for 03 tell For some individuals the smart partner operating system has additional advantages in the earlier stages of learning e Human partners can observe and problem solve in ways a computer operating system cannot For example a partner can interpret which of the fingers touching a paper display is pointing to a symbol and which are resting A touch screen device will respond to any touch intentional or not This individual may require a key guard or different spacing to access a touch screen possibly with a reduction in the number of items they can have available on any one page Smart partners can also interpret the PODD 15 2012 Gayle Porter and Sensory Software Internat
28. more specific information about being uncomfortable or needing to move In this instance I M UNCOMFORTABLE may have a link to an additional page including vocabulary such as PLEASE ADJUST MY LAPSTRAP MY AFO S ARE RUBBING An extra page PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 21 from I NEED TO MOVE could include vocabulary such as PLEASE HELP ME TO SIT UP I NEED TO LIE DOWN I NEED TO GET OUT OF MY CHAIR o A child who has sensory processing challenges may require a link from a vocabulary item I NEED A SENSORY ACTIVITY in the 05 something s wrong section to a page of preferred sensory experiences such as BRUSHING TRAMPOLINE ROLL IN THE BLANKET This page could be in section 11 want activities to enable the child to also request these activities through the I WANT pragmatic branch and also have a link to this page from a vocabulary item A SENSORY ACTIVITY in section 10 verbs to request these actions via the DO SOMETHING pragmatic branch 06 body parts e There is both a 06 body parts page linked from the categories index and a 06 body parts close page that is predictably linked from various pain and illness words The links to these pages looks the same but they have to following differences to suit different functions o Selecting a body parts word on 06 body parts close automatically closes the page jumps back This page also has some predictably associated vocabulary that may be needed to co
29. on this page to remind children to be careful with the scissors There is a TURN THE PAGE link to a third page to provide spaces to add more vocabulary as required The phrase I WANT TO SHOW links directly to the people section so the child can name the person they want to show e 35 Cook Vocabulary to interact when cooking or interacting with someone else who is cooking PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 78 Note The cook display linked from the kindergarten section has a different first page 35a kinder cook but shares all the other cook activity specific pages Includes links to the descriptions section and kitchen sub category of the house and garden section on the first page A link to the food sub category of the food and drink section is positioned on the second page with the names of foods commonly used in cooking the food link is not on the first page to avoid people jumping to the food section to hunt for these words which could be more efficiently accessed via TURN THE PAGE Note that other any liquids required for cooking will need to be included in this section If needing to add a lot of liquids a link to page 18c drinks could be added to the cell under FOOD The word COOK is repeated on the first page in addition to being on the draw actions page This is to support the use of this word to request this activity via the I WANT pragmatic branch see information in 08 activities
30. section for explanation of the navigation pathway to request To manage the large range of predictably associated verbs related to cooking automatically closing pages are used to group verbs for eating drinking eat amp drink cooking cook and the want page e 36 Blocks Vocabulary to interact when playing with blocks O Note The blocks display linked from the kindergarten section has a different first page 36a kinder blocks but shares all the other block activity specific pages Includes links to colour shapes and size pages on the first page and to numbers on the second page The second page includes things to make with the blocks Try to collect other ideas by listening to what peers are making with their blocks to add extra ideas to this page The singular word BLOCK is also included on this page The plural BLOCKS is on the first page to support the use of this word to request this activity via the I WANT pragmatic branch see information in 08 activities section for explanation of the navigation pathway to request e 37 Puzzle Vocabulary to interact when playing with puzzles O O Note The puzzle display linked from the kindergarten section has a different first page 37a kinder puzzle but shares all the other puzzle activity specific pages Includes a link to the descriptions section The first page includes comments YEAH THAT S IT and OH NO DOESN T FIT The second page includes CAN T FIND IT Ca
31. see the all of longer messages in a larger message window 01 questions e Automatically closing page including WH question words and phrases e TELL ME YES NO functions like raising intonation to mark questions in early language development This item links directly to the categories index so that the child can indicate what they are asking e The word QUESTION is also on this page e This page is linked from multiple activity based pages as predictably associated vocabulary e Note that this page is a different page from the 08 questions section that is linked from the main page and the categories index 01j turn preps 01k push words O1L put 01m take e These are automatically closing pages are used as predictable links from the verbs TURN PUSH PUT and TAKE verbs in some sections e Each page includes prepositions and pronouns that predictably follow the corresponding VERB 02 chat e Includes vocabulary that it is generally useful to say quickly or in the context of an ongoing conversation or activity e Social phrases including some phrases to manage interaction and repair communication breakdown are also included in this section e This section links from the main page and other pages designed to support interaction during specific activities o Note that the school version of PODD 15 has an alternative 25 school chat page linked directly from the school section TURN THE PAGE on this page links to the second page of main c
32. sentence The smart partner also confirms the child s key word messages in expanded spoken English See more detailed description of this page set below PODD for light tech paper communication book and high tech electronic speech generating devices The PODD 15 page sets for The Grid 2 have been developed according to the same guiding principles used to support the development of Pragmatic Organisation Dynamic Display PODD communication books see Porter 2007 or www poddcommunication com Applying PODD principles to develop a page set to operate on a speech generating device SGD results in some variations to capitalise on and accommodate for innate differences between paper books and electronic devices Differences in the real estate size and shape of device functionality smart partner operating system versus computer operating system and the addition of independent speech output requires some variation from the specific layouts used for PODD communication books PODD page sets for speech generating devices are NOT identical to the corresponding communication book It would not be appropriate to merely copy a page set designed for a paper book onto a speech generating device as the result would not meet the overriding principle of PODD design that is to always select the most efficient option to enable the individual to meet their varied communication requirements Size and shape of display real estate Speech g
33. six on a page The same number of accesses two are required to access each letter in both options However it is necessary to change pages to PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 40 access some of the operational buttons on the group item layout with only six on a page QWERTY Alphabet e The first page in this group is named z alt 51a QWERTY LC There is also an upper case page in the same layout z alt 51b QWERTY UC e This is a typical keyboard layout e This would be the preferred alphabet option for any child who could physically and visually manage this number of items on the page as only one selection is required to access each letter e Commands on this page are SPEAK BACKSPACE DELETE WORDS and CLEAR and links to a spelling instruction page upper case alphabet page the main page and categories index e If using this alphabet display it will be necessary to edit all of the ALPHABET link buttons throughout the page set to JUMP TO z alt 51a QWERTY LC 54 My stories e The My Stories pages are accessed via I m telling you something and I m telling a story pragmatic branch starters and It s one of my stories on the 03 tell page e These pages support children to tell pre prepared stories and anecdotes oral narrative in a more time efficient manner Word by word construction of narrative using aided symbols is very slow and requires considerably more expressive language skills Chi
34. the device supports playing music files or environmental control to a music player then links to a page to include the required controls would be included in this section e 29 Book Vocabulary to interact when reading and talking about books o Note The school subjects reading display linked from the schoo section has a different first page 29a schoo book but shares all the other book activity specific pages The book display linked from the kindergarten section has a different first page 29a kinder book but shares all the other book activity specific pages o The second page includes a link to BOOK DISPLAYS and also links to READING INSTRUCTION in the school page set See the information on the reading instruction pages in the 25 school subject section and on book displays under the heading 56 book pages below o Also includes links to automatically closing page to add the names of the child s favourite books e 30 Game Vocabulary to interact playing and talking about games o Note The game display linked from the kindergarten section has a different first page 30a kinder game but shares all the other game activity specific pages o Includes a range of vocabulary to instruct comment and request during games including game equipment A link to an automatically closing for games provides spaces to add the names of the child s games o You may choose to create game specific pages e g Guess who and link them from this sec
35. third page of the chat section links to a page to support the child to tell jokes o The phrase DO YOU WANT TO HEAR A JOKE On the link cell speaks now PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 54 o All cells on the page speak now There are no commands to CLEAR or DELETE WORD on this page If an individual would like to change the commands to insert into the message window then CLEAR would also need to be added to the page o Includes social interaction phrases related to joke telling o Cells to store 6 question and answer jokes note a different format would be required for knock knock jokes o Each QUESTION and ANSWER pair has a different coloured background to support child identification of which button to press Could decide to customise with different symbols to represent each joke or the child could learn to use the general QUESTION and ANSWER symbol pairs o To add jokes In edit mode select the cell and type the text to Speak now o The page includes JUMP BACK to return to the page the child was using to communicate before they told the jokes As the chat section can be directly accessed from a range of activity and subject specific pages the child may tell a joke during a range of activities they are going to continue after telling the joke e g decide to tell a joke during music and need to return to the music display If the child requires messages to support behaviour regulation they would
36. to this vocabulary from the 07 CATEGORIES index to discourage people modelling less efficient pathways e Much of the vocabulary in this section is included for partners to use to produce more syntactically complete sentences Experience has indicated that partners often prefer to be able to model and expand the child s sentences using more complete syntax when their messages are being spoken via a speech generating device Note this appears to be less of an issue for partners when using a communication book as they speak the whole message as they point to key word symbol sentences e Vocabulary is positioned across the multiple pages in this section with consideration to the most likely frequency of use by children at earlier stages of aided language development The first page in the section includes frequently used little words and links to the following associated vocabulary pages PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 53 o Determiners and pronouns a an the its that that s this these those something everything o Quantity related adverbs adjectives pronouns and determiners e g all more another really plus same different and finished o Time related adjectives adverbs and prepositions e g later during before o Spatial position prepositions adjectives adverbs and nouns e The pages O1j turn preps and 01 push words are automatically closing pages used as predictab
37. wrong section so it is important that words used to explain why the child doesn t want to do things remain on this page A predictable link to express opinion words is directly linked from all the activity specific sections in this page set To avoid using two cell spaces on the activity specific grids to access opinion vocabulary a single cell LIKE DON T LIKE links to an intermediary page 04a opinions with links to the I LIKE THIS and I DON T LIKE THIS sections e In both page sets O All of the opinion words include the command to JUMP BACK to automatically close the opinion section This is done to support efficient communication given the most likely usage pattern of selecting one opinion word from this section o If children are routinely trying to select more than one opinion word and would prefer the pages to section to stay open remove the Jump back command from all cells on the first page of section and change the OOPS to JUMP BACK Remember that the opinions Like and Dont like sections PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 59 link from multiple sections so need to JUMP back not go to the main page o Predictably associated vocabulary in both page sets is accessible via pronouns opinion actions and little words links to automatically closing pages Accessing these linked cells does not automatically close the opinion section as the predictably associated vocabulary will be
38. you can change the words associated with some pictographs to suit the individual family peer group style of expressing opinions 05 wrong Words and phrases to complain protest assert self and generally relate problems or what has gone wrong for the child Predictably associated vocabulary includes I and FEEL HURT SORE PAIN links to an automatically closing page to select a more specific word e g SORE PAIN BUMP BRUISE BLISTER CUT BLEEDING CRAMP RASH ITCHY SUNBURN BROKEN SICK and all of these pain words have compulsory predictable links to the 06 body parts automatically closing page There is also a link to the 14 health section from the first page of something s wrong The link to 14 health is intentionally positioned above SICK to remind children and partners that they may want to go to the health section to locate names of specific illnesses Check the vocabulary available in the health section prior to adding vocabulary You may choose to include some vocabulary in both sections if the health issue results in common complaints e g a child who has frequent reflux may require YUCKY BURP in both sections a child who has a hearing impairment may require I CAN T HEAR YOU in the something s wrong section and HEARING IMPAIRMENT HEARING AID in the health section I DON T LIKE IT links directly to the I DON T LIKE THIS section I DON T WANT TO DO IT links to second page in the don t like section which includes words to expl
39. 12 Gayle Porter and Sensory Software International Ltd PODD 15 64 something toys and outside activities Other sub categories may be required if adding large numbers of additional activities of a particular type e g sensory activities Remember to position all sub category links on the first page of the section will need to move vocabulary to the second page Many items in this section have links to pages of vocabulary to interact during the activity i e activity specific displays see pages 27 50 for more information In this example page set the decision was made not to insert the word into the message window in addition to changing pages for most items when activity words with a link to another page are selected This is because the child may use these link cells to o access vocabulary on the activity specific page to express other functions via activities in the categories index For example the child may want to tell someone I GOT A NEW DVD and they do not want the word TELEVISION to be automatically inserted into the middle of their sentence o request other items activities on the activity specific page not the activity name For example a child may want to request I WANT STORY so they do not want the word BOOK to be automatically inserted into the middle of their sentence This decision requires a second selection on the activity specific page to make the request for that activity via the I WANT pragmatic bran
40. 51a alphabet 6 LC Change this link if you have decided to use a different alphabet display e MATHS subject display 25k Maths includes a range of vocabulary to interact during maths classes e MUSIC subject display 28a school music includes a range of vocabulary interact during music e ART subject display 25k art includes a range of vocabulary to interact during art class e SPORTS subject display 47a school sports includes a range of vocabulary to interact during and sports classes e There are also 9 other 26 Religion e The example page set allows for people to include different vocabulary to suit different religions e At this stage of language development vocabulary needs to be selected to reflect the child s life experiences The religion section is only included in this PODD when religious worship is a regular part of the child s life Some families may choose not to have a separate section for religion but decide to include their place of worship in the places section and vocabulary for relevant religious events or ceremonies in the special events section of the PODD 27 50 activity displays e Pages 27 47 amp 50 in the main page set include a sample range of activity displays for common early childhood activities These displays primarily link from the ACTIVITIES section e In the Preschool page set there are kinder versions of the first page for most activity displays e All of these pages use the activity
41. A number of different page grids are used in the PODD 15 to suit different communication functions Templates for all of these grid types are included with PODD 15 to support easier creation of new pages Open the required grid in Edit Mode and save as the new grid name Section page 0 page grid Automatically closing page 0 auto close grid Activity specific pages 0 activity grid amp O activity grid 2 Book pages 0 book grid and 0 book grid 2 Anecdote grid 0 story grid Topic pages school page set only 0 topic grid 1 amp 0 topic grid 2 Section page 0 page grid e Generally used as the first page in a section e Four operational buttons are located on the right side of this page o GO BACK TO MAIN PAGE next to message window o DELETE WORD o Go to CATEGORIES o CLEAR e Space to add 11 vocabulary items link buttons plus TURN THE PAGE in the bottom right corner Automatically closing page 0 auto close grid e Generally used for second and subsequent pages in a F ee F e Most cells on this page are programmed to automatically close the page jump back when selected e One operational button OOPS located next to the message window jumps page back e Space to add 14 vocabulary items plus TURN THE PAGE in the bottom right corner PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 10 e Note this whole grid is set to be self closing after a selection of any cell
42. As there is no smart partner to automatically change the tense of the verb once given the clue multiple copies of the actions section in all verb tense forms are required in an electronic PODD to achieve the same effect Predictive links are used to scaffold the child s relating of information in the appropriate tense The predictable links also encourage children to learn to relate information using subject verb object sentences IT S ALREADY HAPPENED links to past 10a actions e This page is basically a copy of the actions section with the verbs in past tense All pages from the actions section have been duplicated with the verbs in past tense and the links changed to jump to the past tense version e People links to a modified automatically closing version of the first page in the people section 09a people close When customising this page set it will be necessary to add people s names to this page in addition to the 09a people page linked from categories The links to other people s names from 09a people close lead to regular pages in the people section The predictably associated vocabulary AND and I ME and MY are included as separate cells on 09a people close Selecting AND or MY does not close the page as these words are predictably followed by other words on this page e The negation words on NOT have predictable links to the regular base form verbs on 10a actions OOPS as past tense verbs do not usually follow negation e g
43. At this stage of language development vocabulary needs to be selected to reflect the child s life experiences The religion section is only included in this PODD when religious worship is a regular part of the child s life Some families may choose not to have a separate section for religion but decide to include their place of worship in the places section and vocabulary for relevant religious events or ceremonies in the special events section of the PODD 27 50 activity displays e Pages 27 47 amp 50 in the main page set include a sample range of activity displays for common childhood activities These displays primarily link from the ACTIVITIES section and the kindergarten section in the preschool page set e All of these pages use the activity grid with links to the chat and questions automatically closing pages to efficiently to interact during the activity with minimal page changes The second page of the activity displays includes links to automatically closing pages I like this and I don t like this tot express opinions e Note that the name of the activity is usually included in the top right vocabulary symbol cell on the first page of the activity displays This supports the development of more efficient automatic location of symbol cell to request the activity see information in 08 activities section for explanation of the navigation pathway to request Example activity specific pages included in this page set are e 27
44. C to copy that button Move to the story specific page select the cell and use control V to paste the cell there e When selecting vocabulary for a story specific display remember that discussion around a text includes more than just the words of the text Consider the vocabulary that might be required to also activate background knowledge talk about pictures and story meaning e Make sure to also include new vocabulary excluding character names in the main page set for more efficient ongoing access to this vocabulary to express a range of functions e There are links to 15 story specific grids in the examples page set When the child has finished reading a book you may re use the pages for another book PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 44 PODD 15 expanded functions for The Grid 2 direct access Language This page set is designed to support children learning to express one to four key word sentences The page set has built in scaffolds including pragmatic branch starters and predictable links to support more intelligible communication at this stage of aided language development Vocabulary is included in this page set to express a range of pragmatic functions typically seen in the expressive communication of 3 4 yr old children These functions include request object action assistance cessation stop finish and recurrence more again ask questions give opinions comment compla
45. GHT o Verbs section specific o Verb tense markers morphemes PAST TENSE ED ING o Note that the verb morphology commands are included for partner use Children at this stage of language development are encouraged to use the tense clues in the I M TELLING YOU SOMETHING pragmatic branch see information under the heading 03 tell Negatives NOT CAN T DON T WON T Articles A AN THE Pronoun Determiner IT THAT THIS A range of core prepositions adjectives and adverbs see information under the heading 01 little words in the section descriptions o Section specific nouns adjectives and adverbs oOo0 0 PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 45 e This page set also incorporates a number of strategies to compensate for some of the limitations inherent in using aided symbols and to support the production of more intelligible socially valued communication These strategies include tense clues predictive links and phrases to provide partners with feedback and suggestions such as I DON T UNDERSTAND and THAT S NOT WHAT I M SAYING e THE WORDS NOT IN MY DEVICE I LL GIVE YOU A HINT is positioned in the categories index This symbol is used to extend the range of vocabulary available by encouraging the partner to guess at the word they require when provided with an associated word letter Using this phrase the child indicates that the next word is not really part of the message bu
46. INNER SNACK are included in the FOOD sub category not on the second page of the section because this automatically closing page is linked form other sections and activity displays where these words may be required in addition to the names of food items e There are a lot of spaces in this section to add the child s preferred foods and drinks as the range of options is enormous only the most commonly used words are already included on the pages 19 transport e Includes a range of vehicles commonly seen and talked about by young children e Predictably associated vocabulary is accessible via pronouns transport actions transport descriptions and little words links to automatically closing pages e The first page in the section includes more frequently used seen vehicles The second page includes aircraft emergency vehicles public transport and transport places The third page includes boats work vehicles siren and parts of vehicles and roads There is a blank fourth page to add extended transport vocabulary The child s individual frequency of word use should be considered during the customisation moving more frequently used words to the earlier pages 20 characters e The example pages include common story and magical characters and vocabulary to refer to the different character things and media e g concert DVD CD e Predictably associated vocabulary is accessible via pronouns character actions and little words links to aut
47. In the example Preschool page set I LIKE THIS and I DONT LIKE THIS also speak the message This can have some limitations as the words on these pages may not always be used to express simple like or dislike e g use the word SILLY without a dislike judgement If this is an issue for the child their partners you could delete the speak now command associated with these cells or change to using I THINK IT S as the branch starter see information under heading 04 opinions 04 like don t like below e THE CHAT WORDS GREETINGS AND MANNERS and DO SOMETHING cells are simple links to the corresponding pages to express these messages i e neither speak aloud or insert text in the message window e The direct link to the Categories index in the operational buttons column can be used for more direct access to vocabulary to answer questions and communicate on an established topic It is crucial that partners model and children use the pragmatic branches when initiating communication and or introducing a new topic Following the pragmatic branches provides predictive links to required pages of vocabulary for more efficient communication and includes strategies to support more intelligible communication of self initiated out of context messages at earlier stages of language skill Misinterpretation of the communicative intent of 2 3 key word messages on unknown topics is more likely if children navigate straight to the categories index 01 controls
48. OT have predictable links to the regular base verbs on 10a actions page as the most likely language usage when talking about now e g I DON T WANT THAT NOT jumps back to the ing verbs e g I AM NOT GOING After selecting the words required from the actions page categories needs to be selected to finish the sentence IT S GOING TO HAPPEN links to going to 10a actions This page includes links to pronouns and ing 09a people pages to access the predictably associated vocabulary need to start the sentence and the auxiliary verbs WILL AM IS and ARE with predictable links to the type of verb that follows these auxiliaries o WILL links to 10a actions eg WILL GO o AM IS and ARE link to ing 10a actions AM GOING After selecting the required the actions word you need to select categories to finish the sentence IT S ALWAYS HAPPENING links to third 10a actions PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 57 e This page is basically a copy of the actions section with the verbs in third person singular form e The third pronoun and third people pages in the ALWAYS HAPPENING pathway have predictive links to the appropriate verb form Third person singular verbs are only used when the subject noun is one other person or thing Note that YOU is the second person not the third person o I WE YOU WE THEY have predictive links to 10a actions regular base verbs E g I GO WE GO YOU GO
49. PODD 15 User Manual Gayle Porter and Sensory Software International Ltd PODD 15 1 PODD 15 and 15 expanded functions for The Grid 2 direct access General description PODD 15 uses a layout and vocabulary organisation similar to the one page opening expanded functions PODD communication books The PODD 15 page sets are primarily designed for children who can directly target mid sized symbols to express a range of communication intents The language complexity of this page set is designed to support children learning to e Communicate a full range of intents including to question relate information tell stories express ideas narrate play instruct request answer express opinions and complain e Express vocabulary commonly experienced in their daily lives The vocabulary included in the example templates has a bias towards the interests of younger children Vocabulary in the page set will need to be customised to suit the interests and communication requirements of older age groups e Express one to three four key word sentences This page set has built in scaffolds including pragmatic branch starters and predictable links to support more intelligible communication at this stage of aided language development There are four versions of the PODD 15 page set PODD 15 preschool PODD 15 school PODD 15 preschool PODD 15 school AUNI The preschool page sets include a kindergarten section to support particip
50. SLOW LEFT RIGHT BACK FORWARD when playing on a swing slide or moving toy outside Note that IT does not close these pages as it is predictably followed by other words on that page o BALL and WATERPLAY link to separate activity displays o Please note that SANDPIT does not link to a separate page as electronic devices cannot be used in sandy environments Using the device with water play is also questionable but can often position the device a away from the splashes but within reach A separate paper activity display could be made for interaction in PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 34 the sandpit There are some words for sand toys on the third page of this section Spaces were left on the second page to add other activities o There is a link back to inside activities first page of kindergarten section on the second page The words INSIDE and OUTSIDE are also on this page so that children can request and partners can instruct where to go 25 School The school section is designed to interact at school as well as to include a range of vocabulary related to school The first page in the section uses an activity page grid to provide more predictably associated vocabulary to interact at school with minimal page changes The first page of this section includes links to questions school chat and school greetings and manners automatically closing pages Please note that the fir
51. a PODD you will also need to add the name of the activity and JUMP TO PAGE command to link to that page 51 Alphabet Alphabet displays are primarily included in this PODD page set for exploration early writing and spelling activities Children at this stage of language development do not generally have sufficient spelling skills to use spelling for interactive communication There are a number of options included for alphabet displays depending on the number of items letters the child can manage on a single display Group item layout 6 to a page This is the default alphabet page linked from multiple sections The first page in this group is named 51a alphabet 6 LC This section uses a group item approach to present the alphabet 6 large cells plus a column of operational cells on the page o 51a groups 5 6 letters per cell on 5 large cells in alphabetical order with links the corresponding pages 51b f and one large SPACE cell A column of smaller operational cells JUMP BACK BACKSPACE and links to the pages edit and spell and upper case o Pages 51b 51f have 5 6 cells with one letter per cell o The child initially indicates the letter group that includes the letter they want Each group has an associated link to a page containing the letters from that group one letter per cell The child can then directly indicate the specific letter presented individually on a cell Note that the position of these buttons on the page replicates th
52. a links to kinder people pronoun question little words like don t like kinder actions and kinder chat with links to call out to kinder people and kinder greetings and manners automatically closing pages o Please note that the call kinder people kinder greetings and manners and the first page of kinder chat are different pages designed for communication at kindergarten are different from the corresponding pages linked from the main pages and other sections The difference in kinder chat is that links to call out to kinder people and kinder greetings and manners replace ME and YOU which are readily accessible in this section via the pronouns automatically closing page o The second and third pages linked from kinder chat are the same general chat pages linked from other sections Therefore be very careful when customising the kinder chat pages that you do not make changes for the kindergarten environment that will limit the use of these pages in other environments and activities o The kinder actions page includes a link to the movements subcategory in the actions section to accommodate for the large range of movements children may use playing at kindergarten e The first page of this section also includes the words TIME REST and PACK UP and SOMETHING TO EAT OR DRINK which links to the food drink page PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 73 e A range of common kindergarten activities
53. ain why the child doesn t want to do something HUNGRY and THIRSTY have predictive links to a mealtimes activity page I WANT SOMEONE links directly to the page of people for the child to identify who they want Children cannot always specifically identify what is causing them to feel upset I DON T KNOW WHAT S WRONG is useful to enable the child to express that they are just upset but cannot tell you why It provides the child with the option to not answer people s requests to know why they are upset and prevent continual guesses to discover the problem The vocabulary in these template pages reflects common complaints of young children You will need to customise this section to include the main complaints required by an individual child It can be helpful to discuss what upsets the child with key communication partners You may need to move some vocabulary locations to keep similar types of vocabulary on the same page for easier selection e g if add word MAD would want it to be on same page as angry and grumpy In addition to complaints this section can include vocabulary for the child to suggest solutions to the problem Being able to suggest solutions is especially useful for children who receive care from a wider range of people To do this add an extra page with a predictable link from the vocabulary item relating the problem to the page of possible solutions For example o A child who has significant physical challenges may provide
54. also be used by partners to read text out loud with pictograph support to provide meaning for children who have difficulty understanding spoken language PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 43 e The first page is an index with links to 15 story specific grids in the examples page set Add the name and symbol for the name of the book to this page The general page set already has links programmed for 15 books e For each book the first page is a copy of the general book activity page with A DIFFERENT BOOK replacing the single word BOOK a link to READING INSTRUCTION replacing I and THE END replacing CHOOSE o The reading instruction page includes a range of vocabulary that is generally used in early literacy instruction e The name of the book and story specific vocabulary is added to the second page Links to the I LIKE THIS and I DON T LIKE this are also on the second page Note that an additional page could be linked from TURN the PAGE if required Note that this is not an automatically closing page as vocabulary on this page will be combined JUMP BACK replaces OOPS on this page e Links to needed vocabulary on existing automatically closing pages can also be added to the display e g copy a link to the colours page for a book requiring lots of colours vocabulary o Note You can copy the link cell from one page to the other In edit mode select the cell you want to copy and then use control
55. and the links to the sub categories MAKE SOMETHING and OUTSIDE ACTIVITES are accessed via TURN THE PAGE These were positioned together on the second and third pages based on feedback that it was useful for children to see all or most of the options on the same page when selecting what they would like to do at kindergarten e Most of the inside activity words in this section have links to pages of vocabulary to interact during the activity i e activity specific displays see pages 27 50 for more information There are kinder versions of the first page for most activity displays with the addition of the link to kinder people and the general chat link replaced by the link to kinder chat greet manners and call HOME CORNER links to an activity page that has many links to the House and Garden sub categories e The outside activities sub category uses an activity page grid to provide more predictably associated vocabulary to interact during outside play time at kindergarten with minimal page changes o Predictably associated vocabulary is accessible via links to kinder people pronoun question little words like don t like outside actions and kinder chat with links to call out to kinder people and kinder greetings and manners automatically closing pages o The outside actions page includes a link to the movements subcategory in the actions section to accommodate for the large range of movements children may use playing at kindergarten
56. animal section focuses on vocabulary about the child s own pets and or other animals which they frequently care for interact with talk about and or see There are also optional pages 21a b c animals no pets for children who do not have any pets animals they regularly see o The default animal page has spaces to add the names of the child s pets and a link to animal things to include vocabulary related to pet care and play The word bird a frequently seen and heard animal is also on the first page The links to all the animal sub categories is included on the second page o The first page of the optional animals no pets page includes the links to the animal sub categories To select optional animal no pets pages go to grid 07a categories and edit the ANIMALS cell to jump to 21a animals no pets e Animal vocabulary is sub categorised according to type of animal or where the animal is usually seen o farm animals wild zoo animals reptiles including dinosaur and dragon bugs insects water animals pets and other vocabulary are on the second page of the animal section access via TURN THE PAGE e Note that all the pages in the animal sub categories are automatically closing pages self closing grids This means that the child can select one word off the page and it will automatically return to the first page of the animal section This is an efficient option for using animal vocabulary in conversation However when playing games
57. answer guess e The verbs TURN PUT and TAKE have predictable links to automatically closing pages with prepositions and pronouns that predictably follow that verb This supports more efficient communication of commonly used phrases using these verbs e g TURN IT ON e Additional verbs are located in other sections activity displays This not only increases the efficiency of using predictably associated vocabulary but also keeps the PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 24 action word category a more manageable size For example the verbs FEED and PAT are included in the animals section To increase the efficiency of communication teach children and partners to look on the section specific actions page before navigating to the 10 actions section via the categories index o More verbs are repeated in the actions section via the TELL branch to enable use of the appropriate verb tense e Please note that changes and additions to the verb pages will need to be duplicated in the appropriate tense on the past ing and third person verb pages 11 activities e The activities section links from both the I WANT pragmatic branch starter and the ACTIVITIES category enabling this vocabulary to be used to express a range of communicative intents e Vocabulary in this section includes a range of common play leisure and some daily routine activities with a focus on activities within the life experience o
58. are available for use This is possibly due to the additional effort and time required to access each item on an aided language display reducing both the models of their use and increasing the tendency to only include words that add substantially to the partner s understanding of the message e Includes a number of strategies to compensate for some of the limitations inherent in using aided symbols and to support the production of more intelligible socially valued communication e g tense clues and predictive links e THE WORDS NOT IN MY DEVICE I LL GIVE YOU A HINT is positioned in the categories index This symbol is used to extend the range of vocabulary available by encouraging the partner to guess at the word they require when provided with an associated word letter Using this phrase the child indicates that the next word is not really part of the message but a clue for the partner to guess another word Having correctly PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 8 guessed a missing word partners are encouraged to add the word to the appropriate section of the device e The symbols in this page set primarily represent single words This allows for multiple meanings to be interpreted from the one symbol For example the single word HELP can be interpreted to mean Can I help you I m helping I need some help etc depending on the current context There are a few symbols repres
59. are on the same page for easier comparison Due to the similarity in symbol vocabulary on these pages a very pale colour has been added to the cell backgrounds in each group in an effort to increase the efficiency of locating symbols on the page Colouring cell backgrounds does add visual complexity to the page so if this is distracting for a child the cell colour can be changed back to white in edit mode select all the cells except turn the page Under Cell Options left side of grid select Change style then select to Use a preset cell style and use the drop down arrow to locate and select Vocab cell e The first page includes personal pronouns that are more frequently used by children talking about themselves and their immediate partner YOU The second page includes personal pronouns to talk about other people e LET S is included on the second page for easy access to suggest WE do something as the word is used in the same sentence position instead of the personal pronoun e OWN is also included on the second page in this section e There is also a link to the people section on the second page of pronouns to more easily access people s names from multiple sections 01 little words e Automatically closing pages including common determiner pronoun preposition adjective and adverb vocabulary used to build sentences e This section is linked from multiple sections as predictably associated vocabulary There is no direct link
60. associated with time words e g NOT NOW There is also a link to time little words which includes some predictably associated determiners and prepositions in addition to time concepts that are found on the ittle words pages linked from other sections The first page in this section includes common time concepts NOW YESTERDAY TOMORROW MORNING AFTERNOON NIGHT and links to the following sub categories o days automatically closing page including the days of the week DAY WEEK and WEEKEND o time includes TIME HOUR MINUTE SECOND O CLOCK CLOCK WATCH the questions WHAT S THE TIME AND WHEN and a predictably associated link to the numbers page The second page accessed via TURN THE PAGE includes words for the seasons HOLIDAY CALENDAR DATE WEEK YEAR MONTH plus a separate months link button to an automatically closing page including the names of the months and numbers to tell the date The example months page does not include symbols for the moths as the symbols available in PCS only relate to the Northern hemisphere You may choose to add your own symbols if required You will need to customise the cell MY BIRTHDAY IS to add in the child s date of birth On the first page of this section JUMP BACK replaces the link to CATEGORIES This is done as the days amp times section may link from other sections in addition to the categories index The JUMP BACK cell allows for more efficient moving between the pages being us
61. ation in play based educational settings e g preschool kindergarten day care cr che NOTE that the label KINDERGARTEN is used throughout the generic page set to refer to an early childhood educational environment These labels may need to be changed to suit the child s word e g preschool day care or the name of the centre The school page sets include a school section to support communication at school PODD 15 versions have similar range and placement of vocabulary to the 12 expanded functions PODD communication book Predictably associated vocabulary supports the production of 3 4 key word sentences See more detailed description of this page set below The PODD 15 versions include the range of vocabulary included in the 20 expanded functions PODD communication book This page set also has extra predictably associated vocabulary for partners to use to produce more grammatically complete sentences Predictably associated vocabulary is located on automatically closing pages linked from a single cell Experience has indicated that partners often prefer to be able to PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 2 model and expand the child s sentences using more complete syntax when their messages are being spoken via a speech generating device Note this is less of an issue when using a communication book as the partner speaks the whole message as they point to the symbols for key words in the
62. ations supporting autonomous communication at ANY TIME e g only work when they are charged and need to be plugged in to charge for a certain period of the day or night They cannot be used in extremes of temperature around water or moisture and it may be difficult to see the screen in direct sunlight Sometimes they break down and may be away for an extended period of time for repairs Some children are also only able to operate their high tech device in a restricted range of physical positions or with a very specific physical set up of the equipment All children require a light paper tech option to ensure they have a method to communicate at any time in all situations Multiple systems provide a child with possibilities to select the most effective preferred method they have available to communicate in any situation PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 6 PODD 15 expanded functions for The Grid 2 direct access Language e This page set is designed to support children learning to express one to four key word sentences The page set has built in scaffolds including pragmatic branch starters and predictable links to support more intelligible communication at this stage of aided language development Selection and placement of vocabulary in the page set is informed and influenced by O The pragmatic use of aided language In PODD vocabulary is organised according to communication function and
63. be included in the chat section for fast access during multiple activities These messages would typically be included on the first page of chat for fastest access Consider which of the messages on the first page can be moved to make space for these messages Remember do not move I DON T KNOW and make the same changes to the 25 kinder chat or 25 school chat pages 02 greet amp manners In addition to general greetings and manners includes vocabulary to call out and meet people This section links from the main page and other pages designed to support interaction during specific activities Note that different greet and manners pages 25 kinder manners amp greet or 25 school manners amp greet are linked directly from the school kinder section The CALL PEOPLE page includes two volume control cells YELL and TALK YELL sets the volume to 100 The default setting on TALK volume is 50 This can be changed to suit the user preferences for a general talking volume NOTE the volume can also be manually set using the VOLUME UP and VOLUME DOWN functions on the controls page o The CALL PEOPLE page will need to be customised to include the names of people the child is likely to frequently call out to attract their attention There is a link to the main people pages to access other names Note that a different 25 call people page is linked directly from the school kinder section to call out to the people in those environments The general
64. be place make the story more interesting may not always need this o when May be a specific time if a recent event For past events maybe n age at time what doing at the time e g When I was in grade 1 o why Comment on why you think something might have happened may not always need this o What I thought Describe how you felt PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 41 7 your opinion May include what you thought felt at the time and later o what others thought describe the reactions of the other people Say what you think the other people thought felt based on what they did said how they said it how they looked etc o The suggestion that the other person should HAVE A GUESS is useful to respond to any more specific questions the partner may ask answers to which are frequently quite guessable o Spaces to add appropriate conversation starters e g YOULL NEVER GUESS WHAT HAPPENED TO ME I HAD THE BEST TIME ON THE WEEKEND THAT HAPPENED TO ME etc o Space to add an appropriate wrap up comment e Remember that the you in the above descriptions refers to the child Remember that it is the child s story Encourage the child to participate in selecting the information and words to be included in the story Write each message as a child would speak e To fill in the story displays Go into edit mode select a cell to edit and then Type the message into the box under the instr
65. bout and or see Noun vocabulary that is predictably associated with animals is accessible via links to animal things animal body parts animal places and little words links to automatically closing pages linked from the third page in this section like putting this vocabulary on a communication book LIST Animal vocabulary is sub categorised according to type of animal or where the animal is usually seen Pets are on the second and third pages of the animal section access via TURN THE PAGE Links to the following sub categories are on the second page o farm animals wild zoo animals reptiles including dinosaur and dragon bugs insects water animals Note that all the pages in the animal sub categories are automatically closing pages self closing grids This means that the child can select one word off the page and it will automatically return to the first page of the animal section This is an efficient option for using animal vocabulary in conversation However when playing games singing songs and interacting during educational tasks where multiple animal names of the same type are used one after the other it does require multiple selections to access multiple words in the same sub category You may choose to change the first page in each sub category to stay open to select multiple items from the sub category until the OOOPS cell is selected To do this enter edit mode select edit grid settings then self closing grid no tick in th
66. call people page will be more likely to be used in other environments and needs to include the names of family pets home carers and friends o Items on the call people page have the command to speak now Children may be taught to prepare their message in the message window ready to communicate it to the partner once they have called out maybe repeatedly to attract their attention Using speak now to call out names reduces the need to delete these words from a message window before speaking the message o The first page in CALL PEOPLE does not automatically close so that the volume can be returned to TALK after calling out e This section also includes ABOUT ME pages to store prepared messages about the child that can be useful when meeting new people o The example page set includes cells to provide some commonly useful types of introductory information e g name school family and likes It will be necessary to edit the text on these cells to include child specific information PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 55 o A turn the page provides extra blank cells to add other types of information the child may wish to share o TO Support more interaction when meeting new people the ABOUT ME includes links to MEET QUESTIONS and OPINIONS pages o The MEET QUESTIONS page provides opportunities for the child to ask new partners questions to elicit similar information to what they are sharing abou
67. cells plus a column of operational cells on the page o 51a groups 5 6 letters per cell on 5 large cells in alphabetical order with links the corresponding pages 51b f and one large SPACE cell A column of smaller operational cells JUMP BACK BACKSPACE and links to the pages edit and spell and upper case o Pages 51b 51f have 5 6 cells with one letter per cell o The child initially indicates the letter group which includes the letter they want Each group has an associated link to a page containing the letters from that group one letter per cell The child can then directly indicate the specific letter presented individually on a cell Note that the position of these buttons on the page replicates the relative position of that letter in the letter group on page 51a o The edit and spell page includes the commands to DELETE WORD CLEAR and SPEAK links to the main page and categories OOOPS to return to the alphabet page and the words I DON T KNOW SPELL FIRST SOUND AND WORD There are spaces on this page to include other spelling instruction words and commands o The upper case links to a page that repeats the above layout but for capital letters 2 group to 13 item layout The first page in this group is named z alt 51a lowercase main This section uses a two group to item approach to present the alphabet on two large buttons that link to automatically closing pages with 13 letters on individual cells The first page in this section a
68. ch extra page adds extra weight to a PODD communication book Therefore some situation or topic specific displays may be used alongside the PODD communication book to reduce the size and weight of a book that needs to be carried and positioned everywhere with a child As this is not an issue with an SGD there are links to extra situation and topic specific pages within the PODD page set In a communication book LISTS are used to include extended fringe and add new vocabulary without the need to add lots of extra pages that would significantly increase the size and weight of the book In PODD page sets for an SGD extended fringe vocabulary can be included on separate cells Extra pages with blank spaces are added to every section in place of lists to add new vocabulary on the spot PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 5 Overall the PODD vocabulary organisations in the light tech books and high tech devices have been found to have sufficient similarities or transparency to reduce teaching learning time and facilitate easy transition between the two systems to meet different communication requirements for both children and their communication partners Please remember that it is not possible to rely on an electronic device as the only method of communication to support children s autonomous communication at any time The operational parameters of electronic devices present some significant limit
69. ch starter e g I WANT BOOK BOOK However it is generally easier for children at earlier stage of language development to add a needed word than it is to delete an unwanted word that has been automatically added to the message window The request messages SOMETHING TO EAT AND DRINK and GET DRESSED do automatically insert into the message window as these items link to a separate category section which can be accessed via the categories index FOOD amp DRINK and CLOTHES to communicate different functions and messages These links are only included in the activities section to request from the I WANT pragmatic branch starter SPORTS is intentionally duplicated on both the second page of this section and in the outside activities sub category as sports can be both inside and outside activities BALL is duplicated in both the toys and the outside activities sub categories for the same reason The child may not require all of these items and their associated displays and or may require additional vocabulary and links to new pages for other activity displays When adding vocabulary for different activities consider whether the child also requires a display to interact during the activity If adding a display to the PODD ensure that all the GO TO PAGE number links are in place to enable the child to navigate to that page When removing activity vocabulary that has an associated activity display you may also need to remove the display
70. child wants t show their want to show their partner PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 58 04 opinions school page set 04 like don t like Preschool page set e The Preschool page set uses the pragmatic branch starters I LIKE THIS and I DON T LIKE THIS as these familiar phrases tend to be more transparent and developmentally appropriate for young children to access opinion vocabulary However it is not always conversationally appropriate to initially identify whether something is liked or not liked when expressing an opinion such as SILLY FUNNY CRAZY EASY DIFFICULT RIGHT or WRONG I THINK IT S provides a link to opinions vocabulary without indicating like dislike e The school page set uses an I THINK IT S OPINION WORDS pragmatic branch e In the school page set 04 opinions O The opinions section links from the main page and other pages designed to support interaction during specific activities The link to the opinions section on the main page inserts the commonly used predictable sentence starter I THINK THAT S into the message window This is done to scaffold children at the 1 2 word stage of language development to intelligibly express opinions in context using a commonly used sentence form o Partners modelling more varied opinions e g She thinks he is crazy will need to delete the sentence starter DELETE WORD from the message window before producing their se
71. cient to organise similar types of predictably associated vocabulary onto automatically closing pages linked from multiple sections rather than repeating these words on separate cells in each section The use of automatically closing pages for predictably associated vocabulary can also PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 3 o Support the inclusion of a larger range of predictably associated vocabulary in a section with less page turns PODD 15 uses automatically closing pages to increase the vocabulary available for partners to model and expand re cast the child s messages using more grammatically complete sentences o Accommodate for less items on a page on a high tech device to accommodate for size shape and access differences between paper books and electronic devices Page tags and GO TO PAGE numbers on the cells are included in PODD communication books to support partners to more efficiently turn to the required pages as directed by the child These are not needed on the pages for SGDs as the page links are programmed for the device to automatically follow they do not need to be viewed by the child or partner PODD 15 15 uses a folder cell shape to identify which cells are linked to another page Computer operating system versus smart partner operating system Smart partners can extrapolate the meaning of key word messages using contextual cues Extra programming and or compromises are of
72. ction to include the main complaints required by an individual child It can be helpful to discuss what upsets the child with key communication partners You may need to move some vocabulary locations to keep similar types of vocabulary on the same page for easier selection e g if add word MAD would want it to be on same page as angry and grumpy e In addition to complaints this section can include vocabulary for the child to suggest solutions to the problem Being able to suggest solutions is especially useful for children who receive care from a wider range of people To do this add an extra page with a predictable link from the vocabulary item relating the problem to the page of possible solutions For example o a child who has significant physical challenges may provide more specific information about being uncomfortable or needing to move In this instance I M UNCOMFORTABLE may have a link to an additional page including vocabulary such as PLEASE ADJUST MY LAPSTRAP MY AFO S ARE RUBBING An extra page from I NEED TO MOVE could include vocabulary such as PLEASE HELP ME TO SIT UP I NEED TO LIE DOWN I NEED TO GET OUT OF MY CHAIR o A child who has sensory processing challenges may require a link from a vocabulary item I NEED A SENSORY ACTIVITY in the 05 something s wrong section to a page of preferred sensory experiences such as BRUSHING TRAMPOLINE ROLL IN THE BLANKET This page could be in section 11 want activities to enable the ch
73. ction using the topic page 1 grid with links to the main page categories and the schoo section TURN THE PAGE and DELETE WORD and CLEAR commands Words used to start sentences would be positioned on the first page o The second page using an automatically closing page e When creating topic pages consider if there are existing automatically closing pages including the vocabulary you require that you can link to from the topic page You can copy the link cell from one page to the other in edit mode select the cell you want to copy and then use control C to copy that button Move to the topic page select the cell and use control V to paste the cell there 56 Book pages e Although most of the vocabulary in these books apart from character names will already be in different sections of the child s PODD story specific displays can PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 42 increase efficiency to participate in interactions to support literacy learning especially important during group instruction e The book displays are different in the school and preschool page sets to suit the literacy experiences required at different ages Preschool Story displays e Linked from the activities and kindergarten sections BOOK activity section STORY DISPLAYS e These book displays are designed to support the child s participation in shared storybook reading o If the child has difficulty understanding sp
74. ctions e g the instruction Go and see who is there Children will primarily access question words via the pragmatic branch starter on the main page The link to question words from the categories index will primarily be used by partners as WH question words within sentences occurs only in more complex syntactical forms So do not move the link to QUSTIONS from the second page in the categories index as partners should easily be able to turn the page e TELL ME YES NO functions like raising intonation to mark questions in early language development This item links directly to the categories index so that the child can indicate what they are asking For example TELL ME YES NO PLACES YOU GO HOME can be interpreted in context as Are you going home TELL ME YES NO ACTIVITIES LIKE BOOK can be interpreted in context as Do you like this book e A direct link to the people section from WHERE is PERSON supports more efficient asking of this common question e A CURRENT QUESTION provides a space to add a currently relevant whole questions that the child may ask lots of people e g DID YOU HAVE A GOOD HOLIDAY DO YOU KNOW WHERE MY CLASS IS WHAT DO YOU THINK OF MY NEW HAIRDO The idea is to frequently change these questions in consultation with the child To add the text for a question enter edit mode select that cell and type the message in the text box e Note that this section is a different page from the 01 questions aut
75. d 10 Partners frequently suggest that it is easier for the child to use a display with whole numbers to 20 or 30 without considering the impossibility of presenting whole written numbers for every number to 100 or 1000 on a communication display It is often necessary to explain the importance of children learning to understand the underlying concepts of place value for calculator and keyboard use Children require early experiences sequencing numerals for place value beginning with two digits for numbers in the teens to support their learning to use a 0 9 display to produce larger numbers Extra pages to practice counting out loud using whole numbers can be linked from this section but do not change the main page used for writing and speaking numbers 25 Preschool school Whilst there is usually significant overlap with vocabulary in other sections particularly the activities section it has been found useful to repeat this vocabulary in the one section to facilitate more efficient communication in the preschool school environment If the child does not currently attend an educational setting PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 33 o Replace the cell school kinder on the first page of the categories index with a link to a frequently used category from the second page of the categories index 25 Kindergarten preschool page set This section is designed to interact in an early childhood centre
76. d drink section is positioned on the second page with the names of foods commonly used in cooking o Note that the food link is not on the first page to avoid people jumping to the food section to hunt for these words which could be more efficiently accessed via TURN THE PAGE Note that other any liquids required for cooking will need to be included in this section If needing to add a lot of liquids a link to the drinks sub category in the food and drink section could be added to the cell under FOOD e 36 Blocks Vocabulary to interact when playing with blocks o Includes links to colour and size automatically closing pages are on the second page The second page also includes things to make with the blocks Try to collect other ideas by listening to what peers are making with their blocks to add extra ideas to this page o The singular word BLOCK is used in this section as the most likely simplification using only one word The plural version BLOCKS could also be added if required e 37 Puzzle Vocabulary to interact when playing with puzzles o Includes a link to the descriptions section on the second page o The first page includes comments YEAH THAT S IT and OH NO DOESN T FIT The second page includes CAN T FIND IT TAKE OUT TIP IT OUT o Can add the names of favourite puzzles and other comments to the second page e 38 Dolls Vocabulary to interact when playing with dolls o Multiple activity pages are required to interact during a
77. dictably links to the places section Both of these insert their label into the message window to form part of the sentence E g IT S TIME TO GO predictive link to places section HOME IT S TIME TO DO SOMETHING ELSE predictive link to categories section activities HAVE SOMETHING TO EAT OR DRINK e ONE OF MY STORIES provides a link to pages 54 stories index containing pre prepared anecdotes The anecdote information chunking strategy is particularly useful for children who like to tell stories but find word by word construction of narrative too difficult or time consuming e MESSAGE provides a space to store a simple current message For example to remind mum to send in the permission slip back to school or to tempt people into a conversation with a currently relevant message E g name of sports team RULES GUESS WHAT I GOT TODAY The idea is to frequently change this message in consultation with the child To add the text for a message enter edit mode select the MESSAGE cell and type the sentence in the text box e Tense clues IT S ALREADY HAPPENED IT S ABOUT NOW IT S GOING TO HAPPEN and IT S ALWAYS HAPPENING link to pages to of verbs in the appropriate tense As there is no smart partner to automatically change the tense of the verb once given the clue multiple copies of the actions section in all verb tense forms are required in an electronic PODD to achieve the same effect Predictive links are used to scaffold the
78. ding character names in the main page set for more efficient access to this vocabulary to express a range of functions in the future e There are links to 15 story specific grids in the examples page set When the child has finished reading a book you may re use the pages for another book PODD 15 2012 Gayle Porter and Sensory Software International Ltd
79. e check box here keeps the pages open Please note that second pages in the sub category will still close and the TURN THE PAGE cell has a jump back command It is recommended that you return these pages to self closing grids for general communication purposes The item BABY ANIMAL is included on the second page to be used with the names of animals from all pages in this section Specific names for baby animals are only included for farm animals included in this page set 0000 22 days amp times This page set includes commonly used time concepts Children generally require many models of these concepts used by others in order to learn their meanings The days amp times section may primarily be used by communication partners to provide receptive input with children at earlier stages of language development NOT is included on the first page of this section as predictably associated with time words e g NOT NOW There is also a link to time little words automatically closing page which includes some predictably associated determiners and prepositions in addition to common time concepts note included as time little words to support learning for PODD 15 PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 31 The first page in this section includes common time concepts NOW YESTERDAY TOMORROW MORNING AFTERNOON NIGHT and links to the following sub categories o days automatically closing page including th
80. e days of the week DAY WEEK and WEEKEND o time includes TIME HOUR MINUTE SECOND O CLOCK CLOCK WATCH the questions WHAT S THE TIME AND WHEN and a predictably associated link to the numbers page The second page accessed via TURN THE PAGE includes words for the seasons HOLIDAY CALENDAR DATE WEEK YEAR MONTH plus a separate months link button to an automatically closing page including the names of the months and numbers to tell the date The example months page does not include symbols for the months as the symbols available in PCS only relate to the Northern hemisphere You may choose to add your own symbols if required You will need to customise the cell MY BIRTHDAY IS to add in the child s date of birth On the first page of this section JUMP BACK replaces the link to CATEGORIES This is done as the days amp times section may link from other sections in addition to the categories index The JUMP BACK cell allows for more efficient moving between the pages being used at that time If the days amp times was accessed via the categories index then JUMP BACK will go back to the categories page There is also an alternative automatically closing page for days amp times words 22a days close that currently links from the weather page Note that the days and months pages are automatically closing self closing grids This means that the child can select one word off the page and it will automatically return to the firs
81. e first page in the people section 09a people close When customising this page set it will be necessary to add people s names to this page in addition to the 09a people page linked from categories The links to other people s names from 09a people close lead to regular pages in the people section The predictably associated vocabulary AND and I ME and MY are included as separate cells on 09a people close Selecting AND or MY does not close the page as these words are predictably followed by other words on this page e The range of verbs used by young children can be huge This makes it difficult to practically include all verbs in the action section with only 15 items per page Words are prioritised for inclusion in this action word section if they are o frequently used to construct sentences across a range of semantic categories o used as auxiliaries with other verbs in this section o frequently used to request actions or give instructions o a specific movement the child frequently performs e MOVEMENTS the child performs with their body e g ROLL SIT UP CRAWL GRASP BEND CLAP WAVE are sub categorised with a link from the first page in the 10 actions section e Associated vocabulary pages are used to include similar meaning words most of which are included on the one label in a paper communication book o NOT not don t can t won t o SEE see look watch show find hide lose o SAY say tell talk speak ask
82. e includes two volume control cells YELL and TALK YELL sets the volume to 100 The default setting on TALK volume is 50 This can be changed to suit the user preferences for a general talking volume NOTE the volume can also be manually set using the VOLUME UP and VOLUME DOWN functions on the controls page o The CALL PEOPLE page will need to be customised to include the names of people the child is likely to frequently call out to attract their attention There is a link to the main people pages to access other names Note that a different 25 call people page is linked directly from the school kinder section to call out to the people in those environments The general call people page will be more likely to be used in other environment and needs to include the names of family pets home carers and friends o Items on the call people page have the command to speak now Children may be taught to prepare their message in the message window ready to communicate it to the partner once they have called out maybe repeatedly to attract their attention Using speak now to call out names reduces the need to delete these words from a message window before speaking the message o The first page in CALL PEOPLE does not automatically close so that the volume can be returned to TALK after calling out e This section also includes ABOUT ME pages to store prepared messages about the child that can be useful when meeting new people o The example page s
83. e relative position of that letter in the letter group on page 51a o The edit and spell page includes the commands to DELETE WORD CLEAR and SPEAK links to the main page and categories OOOPS to return to the alphabet page and the words I DON T KNOW SPELL FIRST SOUND AND WORD The school version of the PODD 15 also includes a link the writing subject page from the school section There are spaces on this page to include other spelling instruction words and commands o Upper case links to a page that repeats the above layout but for capital letters 2 group to 13 item layout The first page in this group is named z alt 51a lowercase main This section uses a two group to item approach to present the alphabet on two large buttons that link to automatically closing pages with 13 letters on individual cells The first page in this section also includes a large SPACE cell the commands SPEAK BACKSPACE DELETE WORDS and CLEAR and links to a spelling instruction page upper case alphabet page the main page and categories index If using this alphabet display it will be necessary to edit all of the ALPHABET link buttons throughout the page set to JUMP TO z alt 51a lowercase main Upper case links to a page that repeats the above layout but uses capital letters While this option uses a similar size grid to that used throughout this page set the grouping of 13 letters on the one large cell is more visually complex than the group item layout with
84. e the page Tastes All cells except TASTES automatically jump back close the page Looks All cells except LOOKS automatically jump back close the page Weather Uses a page grid that supports more predictably associated vocabulary to discuss the weather with minimal page changes There is also a predictable link to 22a days close page Other descriptions vocabulary that does not fit into these sub categories is accessed via TURN THE PAGE O O O 0O O Numbers sub category The first page in the numbers sub category includes the numbers 1 9 and 0 SPACE and a link to number functions and TURN THE PAGE to access other vocabulary for number concepts and to participate in maths classes The first page needs to stay open when numbers are selected to support combination of numerals to create larger numbers For the same reason automatic spaces are not inserted after selecting a number The SPACE cell is included to do this manually A JUMP BACK command is in the top right corner of the first page instead of go back to CATEGORIES or MAIN PAGE as the number page is linked from multiple sections in the page set You will need to customise the labels used on some items in this section to suit locally used educational practices NOTE It is important that that only the numbers 1 10 and O are included People in the child s environment often require explanation of why children need to learn to combine numerals 0 9 to produce numbers beyon
85. e turns in this section o Sub categories in this section include family friends and school or kinder people linked from the first page in the section As the occupations vocabulary is used less frequently the link to the sub category jobs is linked from the second page o The first page in the section has spaces to add the child s name and the names of immediate family members The names of other family members are added to the family sub category o Add names for people who have a closer relationship or frequent contact with the child on the first page of a sub category Add names for acquaintances friends and family who have less frequent contact with the child on subsequent pages Add extra pages or sub categories as required o PCS symbols to represent people can be found by selecting change picture then the PCS tab then typing person in the symbol search box General people words such as BOY GIRL BABY MAN WOMAN CHILDREN are on page 09b accessed via a TURN THE PAGE On the first page of this section JUMP BACK replaces the link to CATEGORIES This is done as the people section is linked from other sections e g call people in addition to the categories index The JUMP BACK cell allows for more efficient moving between the pages being used at that time If the people section was accessed via the categories index then JUMP BACK will go back to the categories page Customisation of the first page in this section will need to
86. ed at that time If the days amp times was accessed via the categories index then JUMP BACK will go back to the categories page There is also an alternative automatically closing page for days amp times words 22a days close that currently links from the weather page Note that the days and months pages are automatically closing self closing grids This means that the child can select one word off the page and it will automatically return to the first page of the time section This is an efficient option for using time vocabulary in conversation However during some educational tasks where multiple days or months are used one after the other e g reciting the days of the week it does require multiple selections to navigate back to the page You may choose to change these pages to stay open to select multiple items until the OOOPS cell is selected To do this enter edit mode select edit grid settings then self closing grid no tick in the check box here keeps the pages open It is recommended that you return these pages to self closing grids for general communication purposes 23 feelings Feelings words are included in this section primarily to relate information tell stories and answer questions Feeling words are also included in the opinions something s wrong and health categories to more efficiently express other communicative intents PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 71 The ord
87. egories index If using this alphabet display it will be necessary to edit all of the ALPHABET link buttons throughout the page set to JUMP TO z alt 51a QWERTY LC 54 My stories The My Stories pages are accessed via I m telling you something and I m telling a story pragmatic branch starters and It s one of my stories on the 03 tell page These pages support children to tell pre prepared stories and anecdotes oral narrative in a more time efficient manner Word by word construction of narrative using aided symbols is very slow and requires considerably more expressive language skills Children who use aided language may have the desire to tell their stories but insufficient time or capability to do so Sharing personal stories with others allows us to express our personalities and make social connections The child should be involved in the creation of these stories although others may support the intelligibility of the final product by suggesting ideas to the child and expanding the sentence forms The first page in My stories is an Story index grid for stories that have been stored in the PODD There are spaces for links to 14 stories plus a current story news When writing a new story edit this page to include the name and a symbol representing that story The links to 14 blank stories pages are already in place A separate page is used to store each anecdote Each page includes the following parts of a story You do not need to fi
88. enerating devices are generally square or rectangle in shape and do not have the capability to open out like a book or have a side panel These differences in real estate often result in less items on each page on the high tech version of PODD for individuals who use two page opening PODD communication books This not an issue for PODD 15 15 as the style of the corresponding PODD communication book is a one page opening which has a similar shape to SGDs Paper versus computer displays Predicting likely vocabulary usage patterns to support more efficient communication is a feature of PODD Predictably associated vocabulary is included in each section to increase efficiency to produce multiple word sentences partner expansions re casting and discourse e Page changes in a paper communication book involve a physical page turn away from and maybe back to the current page It takes partners extra time to locate and turn to a page that is distant from the current page In PODD communication books core vocabulary is repeated predictably associated on pages in each section to avoid time consuming page changes to produce multiple word sentences expansions and discourse e Page changes with a SGD are faster and the use of automatically closing pages enables pages to appear and automatically close after an item is selected so there is no need to move away from current page to access vocabulary on another page Therefore it is often more effi
89. enting whole phrases sentences to increase efficiency and preserve conversation flow when expressing highly predictable time dependent or social messages e g I DON T KNOW I LOVE YOU EXCUSE ME I M SORRY The chat section includes more whole phrases for speed of spoken communication IN ADDTION to the single words being included in other sections to generate different messages e In an electronic PODD page set the LIST function is replaced by an additional TURN THE PAGE to a page of blank cells on the last page of all sections categories As adding extra pages does not add size and weight to an electronic PODD additional words can be added as required to an additional blank page For this to function effectively it is necessary to teach as many communication partners as possible how to add new vocabulary to the The GRID2 Make sure that extra blank pages are always available in each section of a PODD Consider possible sub category groupings if you need more than three page turns to access the extended LIST vocabulary in a section or sub category Layout e 15 cells 5 columns of 3 rows on each page with a message window and an extra operational cell at the top of each page The default cell spacing has been set to 32 pixels to provide space between the symbols on the page reduce the visual complexity and support more accurate location of each cell o The exact cell size and spacing will be dependent on the size of the screen o If r
90. equired the cell spacing can be customised in The Grid 2 software in User Settings Cell Appearance Note that increasing the cell spacing will automatically reduce the size of each cell o The border width is set to 2 pixels Increasing the border size of cells is not recommended as thicker boarders add visual complexity to a page and distract from locating the symbols o Text is positioned above the picture to maintain consistency with PODD communication books where text above the symbols supports partners to read the label when the child is pointing to the cell e Each page background is coloured according to the section same colours as those used for the page tags in PODD communication books This can support at least partners to orientate to which page is currently open e Cells with different functions look different o Cells that link jump to another page use a folder shape cell style is named turn the page o Vocabulary cells are white rectangles with rounded corners cell style is named vocab cell o Operational cells such as CLEAR DELETE WORD are coloured rectangles with rounded corners cell style is named function PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 9 e An extra page with blank buttons linked from TURN THE PAGE is included at the end of each section to add additional vocabulary Serves the same function as a list does in a paper PODD communication book Types of pages
91. ering of items in this section is prioritised for speed of access according to the likely usage patterns Commonly used vocabulary which can be more directly accessed via the opinions or something s wrong pragmatic branch starters on the main page are located on later pages The relative location of words in this section Predictably associated vocabulary is accessible via pronouns feelings actions and little words links to automatically closing pages 24 descriptions This section includes a large range of conceptual language commonly introduced in early childhood and at school Weather is also included in this section as we describe the weather Predictably associated vocabulary is accessible via pronouns description actions and little words links to automatically closing pages On the first page of this section JUMP BACK replaces the link to CATEGORIES This is done as the descriptions section links from multiple sections and topic pages in addition to the categories index The JUMP BACK cell allows for more efficient moving between the pages being used at that time If the descriptions section was accessed via the categories index then JUMP BACK will go back to the categories page Vocabulary is organised into according to what the word describes The sub category links from the first page of this section are o Colours All cells except LIGHT and DARK automatically jump back close the page LIGHT and DARK do not close the page as they
92. es according to room bedroom bathroom kitchen living room study and laundry The kitchen page includes a link to a page of utensils In the bathroom page sub category links to hair and make up pages from the grooming and jewellery page in the clothes section are repeated fro more efficient use from the house and garden section The laundry page also includes vocabulary related to general cleaning e g VACUUM MOP BROOM SPONGE Links to all of these pages are positioned on the first page of the section Vocabulary that applies to multiple rooms is accessed via TURN THE PAGE A link to a separate page for vocabulary for items outside the house is also on the first page o Vocabulary in this section relates to items found in the yard garden o The outside sub category uses a page grid that allows for the actions link to go to a different page with predictably associated vocabulary related to outside outside actions o There is a link to a page of nature plant not animal vocabulary with a link to garden tools PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 68 o There are also links on the second page of this sub category to access related vocabulary on the laundry page in this section and on the outside activities and tools pages in other sections 18 food drink e This section may be accessed via the I WANT pragmatic branch I WANT SOMETHING TO EAT OR DRINK or from the categories index
93. es and additional pragmatic branch starters that did not fit on the main page Links to the Main page and the Category index are accessible from all sections and activity displays usually on the first page of each section except where noted in the section descriptions Predictive links are used to assist the child to include sufficient information to aid partner understanding e g HURT SORE PAIN has a direct link to 06 body parts Operational command to TURN THE PAGE to move between pages in the one section Automatically closing pages reduce the need for the GO BACK operational commands to return to the first page in a section o OOPS in included on these pages to go back to the first page in the section on automatically closing pages PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 50 o NOTE that when multiple TURN THE PAGE commands are used to access third or subsequent page it is necessary to add the JUMP BACK command before the JUMP TO command on the TURN THE PAGE cell to enable the third and subsequent pages to return to the first page of the section e Some pages that are accessed from multiple locations include a include JUMP BACK operational command see section descriptions for details e Includes activity displays for more efficient interaction during a range of common daily routine and play activities e Includes My stories anecdote pages joke pages and about me pages to support ch
94. essable o Spaces to add appropriate conversation starters e g YOULL NEVER GUESS WHAT HAPPENED TO ME I HAD THE BEST TIME ON THE WEEKEND THAT HAPPENED TO ME etc o Space to add an appropriate wrap up comment e Remember that the you in the above descriptions refers to the child Remember that it is the child s story Encourage the child to participate in selecting the information and words to be included in the story Write each message as a child would speak e To fill in the story displays Go into edit mode select a cell to edit and then Type the message into the box under the instruction Type text into the active workspace You do not need to change the symbols associated with each part of the message unless the child has significant difficulties understanding the speech output 55 Topic pages e Topic pages are only included in the school page set e These pages are used to add vocabulary for a current class topics or themes School age children frequently require topic specific vocabulary to efficiently participate in class discussions assessment and writing tasks on a current topic or theme e g Ancient Egypt dinosaurs space travel human digestion While the core vocabulary and some of the fringe vocabulary related to these topics may be on other pages in their PODD page set they may need to go to multiple pages in the PODD to access the words from different sections and new unusual extended vocabulary is likely to be
95. et includes cells to provide some commonly useful types of introductory information e g name school family and likes It will be necessary to edit the text on these cells to include child specific information o A turn the page provides extra blank cells to add other types of information the child may wish to share o To support more interaction when meeting new people the ABOUT ME section includes links to MEET QUESTIONS from first page I LIKE THIS and I DON T LIKE THIS sections from second page o The MEET QUESTIONS page provides opportunities for the child to ask new partners questions to elicit similar information to what they are sharing about themselves When adding new types of information about the child to this section consider if there is also an appropriate question they could ask their new partner to elicit similar types of information 03 tell e This page includes vocabulary and links to other pages to relate information instruct and tell stories as part of the I M TELLING YOU SOMETHING and I M TELLING A STORY NOT REAL branches e The communicative intents to instruct IT S TIME TO I HAVE AN IDEA and suggest LET S PRETEND are located on this page due to space limitations on the main page e I HAVE AN IDEA speaks the message out loud when selected This is done to attract the partner s attention to and clarify the intention of the child s message e PACK UP GO and DO SOMETHIING ELSE are associated with the
96. express other functions is less predictable and the navigation links to the categories index o I M TELLING YOU SOMETHING and I M TELLING A STORY branch starters link to the 03 telling you something page see information under the heading 03 tell below on this pathway e The School page set uses the pragmatic branch starter I THINK IT S to express opinions The Preschool page set includes alternative pages uses the pragmatic branch starters I LIKE THIS and I DON T LIKE THIS to express opinions see information under heading 04 opinions 04 like don t like below o The PCS symbols for I LIKE THIS and I DON T LIKE THIS have been modified using different colours to increase the visual contrast for easier location and discrimination e Not all messages to clarify communication intent are located on the main page due to the space limitations on this page o In the School page set the communicative intents to instruct IT S TIME TO tell A SECRET and LET S PRETEND are located on 03 tell accessible via the I M TELLING YOU SOMETHING branch PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 51 o Inthe Preschool page set the communicative intents to instruct IT S TIME TO I HAVE AN IDEA and LET S PRETEND are located on 03 tell accessible via the I M TELLING YOU SOMETHING branch IT S A SECRET is not included as a pragmatic branch stater in this page set as the use of two pragmatic branch starters I
97. f very wet with waterplay e 44 Dress ups Vocabulary to interact when playing with or talking about dress ups o The first page includes links to colour and the grooming and jewellery subcategory in clothes section o The second page includes a range of clothes words and links to shoes and socks tops and bottoms associated vocabulary automatically closing pages There is also a link on this page to costume to add the names of the child s special costumes characters to dress up as e 45 Messy play Vocabulary to interact when exploring messy play o The first page includes links to fee s automatically closing page e 46 Computer Vocabulary to interact when using the computer o JI need some help links to a page of words and phrases to communicate technical and personal difficulties Please add problems experienced by the individual o A range of computer equipment and programs vocabulary is included on the second page with space to add vocabulary for more specific equipment and programs used by the individual on the next page e 47 Sports Vocabulary to interact when playing or talking about sports o This section includes a wide range of verbs The first page includes links to movements o Space is available to add in sports and teams plus relevant equipment of interest to or played by the child e 50 Toilet Vocabulary to interact when going to the toilet particularly relevant during toilet training or for children who require as
98. f young children IT and THAT are included on the second page of this section to request things that are present or currently being talked about e g I WANT THAT I WANT IT o Note that some home routines e g go to bed have a bath may be accessed via the HOUSE amp GARDEN link on the second page of this section There is also a link to the school kindergarten section to request things and activities at school kindergarten via the I WANT pragmatic branch e Sub categories are used to organise the large vocabulary required to request talk about different activities The generic page set includes the sub categories make something toys and outside activities Other sub categories may be required if adding large numbers of additional activities of a particular type e g sensory activities o Remember to position all sub category links on the first page of the section will need to move vocabulary to the second page e Many items in this section have links to pages of vocabulary to interact during the activity i e activity specific displays see pages 27 50 for more information e In this example page set the decision was made not to insert the word into the message window in addition to changing pages for most items when activity words with a link to another page are selected This is because the child may use these link cells to o access vocabulary on the activity specific page to express other functions via activities i
99. followed by other words in the opinion section o The item LET S DO SOMETHING ELSE in the don t like section has a predictive link directly to the 07 categories section to suggest an alternative activity o Note that vocabulary to complain is included in section 05 something s wrong It is important when making changes to these pages to consider which section opinions I don t like it or something s wrong will most appropriately and frequently convey the child s communication intent o In addition to adding deleting vocabulary you can change the words associated with some pictographs to suit the individual family peer group style of expressing opinions e If a child at school would benefit from using the LIKE DON T like branches or a preschool child prefer the I THINK IT S branch it is possible to copy the pages from one page set to the other to another To do this 1 Open Grid Explorer highlight the user with the pages you would prefer to use then select Explore User 2 Select all pages starting with the number 04 then save grid bundle select first 04 number hold down SHIFT then select the last 04 number to select all the 04 grids at one time 3 Repeat step 2 for the grids 00 main and 07b categories 4 Select Tools Open Grid Bundle Select the bundle you have just made 04 00 or 07b then select to add to existing user and select the user you want to use the new pages in 5 If adding the 04 opinion pages to the
100. for the child to select the appropriate form has been used in the things section Same as the people section If this is challenging for the individual you could select to add either I or MY in this cell e This example page set has a sub category to personal specialist equipment including AAC equipment Predictably associated vocabulary GO BREAK and USE relevant to special equipment is also included on this page The page does not close when the predictably associated vocabulary is selected This page will probably need considerable customisation to include the child s specialist equipment If the child does not use much specialist equipment then you may want to change the symbol for the link to equipment on the first page to a communication display as the page will then include mainly AAC equipment e There is also a link from the first page to the BUILD TOOLS activity display 42 17 house amp garden e This page set includes vocabulary for common requests instructions and locations at home e Predictably associated vocabulary is accessible via pronouns house actions little words and family to identify whose room links to automatically closing pages o Predictably associated vocabulary on the first page is used with vocabulary from all other sub categories o There is a predictable link from the verb TURN to a page with words to finish instructions IT ON OFF UP DOWN IN OVER AROUND Note that IT does not close the pa
101. ge In paper PODD communication books the pragmatic branch starters are on page 2 accessed via the MORE TO SAY link to allow for the quick chat words to be accessed on the front page without a physical page turn and turn back The use of automatic closing pages in the quick chat section in this electronic PODD allows for fast access to quick chat from the chat words link on main page as it does not require someone to pick up and turn pages of a book to access quick chat words This allows for faster access to the pragmatic branches to express other types of non contextually dependent messages o Not all messages to clarify communication intent are located on the main page due to the space limitations on this page Communicative intents to instruct IT S TIME TO I HAVE AN IDEA and LET S PRETEND are located on 03 tell accessible via the I M TELLING YOU SOMETHING branch e Pragmatic branch starters indicate the communication intent of the message o Some functions have predictive links to pages of vocabulary to express these intents o I M TELLING YOU SOMETHING and I M TELLING A STORY branch starters link to the 03 telling you something page see information under the heading 03 tell below on this pathway o The vocabulary required to express other functions is less predictable and the navigation links to the categories index E g LET S PRETEND and I HAVE AN IDEA e The PCS symbols for I LIKE THIS and I DON T LIKE THIS have bee
102. ge as it is predictably followed by other words on that page o OPEN and CLOSE are on the second page because they did not fit on the first page with all the sub category links o Vocabulary referring to items inside the house is organised across multiple automatically closing pages according to room bedroom bathroom kitchen living room linked for the first page and study and laundry linked from the second page Vocabulary that applies to multiple rooms is accessed via TURN THE PAGE o The kitchen sub category includes a link to a page of utensils o The bathroom sub category links to hair and make up pages from the grooming and jewellery page in the clothes section for more efficient navigation from the house and garden section o The laundry sub category also includes vocabulary related to general cleaning e g VACUUM BROOM DUSTER e A link to the sub category outside is also on the first page The outside sub category uses a page grid that allows for different predictably associated vocabulary an multiple interactions whilst outside o Vocabulary in this section relates to items found in the yard garden Nature vocabulary plant not animal is also included in this section with a link to garden tools o Predictably associated vocabulary to be used with vocabulary from all pages in this sub category is on the first page The second page also includes verbs relating to gardening e g WATER DIG MOW PICK PLANT WEED Note that
103. ge of little words is duplicated on the first page for more efficient access to these words more frequently used during ball play e 42 Build tools Vocabulary to interact during pretend or real use of tools to build o Note The build display linked from the kindergarten section has a different first page 42a kinder build tools but shares all the other build tools activity specific pages o The word BUILD is repeated on the first page in addition to being on the build actions page This is to support the use of this word to request this activity via the I WANT pragmatic branch see information in 08 activities section for explanation of the navigation pathway to request o This page also links as tools from the house amp garden and things sections o Note that there is predictable links from the word TURN in build actions to a page with words to finish the instruction IT ON OFF OVER AROUND without having to navigate to these words on the little words pages Note that IT does not close the page as it is predictably followed by other words on that page e 43 Water play Vocabulary to interact about water play probably need to use communication book not the electronic device if very wet with waterplay o Note The water play display linked from the kindergarten section has a different first page 43a kinder waterplay but shares all the other water play activity specific pages e 44 Dress ups Vocabulary to interact when p
104. hat i e only the first page is different Remember that any changes made to the vocabulary positions of vocabulary on the first page of the main chat section will need to be repeated on the school chat page PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 15 e I DON T KNOW needs to be positioned on the first page of chat to provide children with an efficient alternative to answer YES NO questions Do not move this phrase from the first page o The words YES and NO are not included in the example page set on the assumption that the majority of individuals using this page set will use a more efficient gestural mode i e head nod and shake to communicate these words as part of their multi modal communication system If the individual does not have a faster more efficient method of indicating YES NO that is understood by most partners then these words would need to be added to the first page of the chat sections o Core words such as IT and THAT are also not included in the quick chat section of this page set based on the assumption that children will more efficiently point with hands and or eyes directly to items to quickly refer to them Note that when IT and THAT are spoken as single words people concurrently point to the referent It is the point that carries the meaning Using a speech generating device the spoken word and the point need to be produced sequentially Note that these words are located in othe
105. her pages needed to show things and actions e The vocabulary on this page particularly suits a child who has restricted mobility with limited ability to independently get and show objects The child can provide their partner with hints as to where to look in the environment for the thing they want to show e Predictably associated vocabulary to produce common sentences used to show things and actions is on the 03 show page More predictably associated vocabulary is accessible via pronouns and show actions links to automatically closing pages Show actions includes words to provide extra information about what they are showing e g MADE BOUGHT LEARNED e The phrase WATCH ME may be used to draw a partner s attention to something the child can do LOOK can be used to cue a partner to attend to the child s eye or hand point to things in the environment or in a sentence to tell the partner where to look e g LOOK IN MY BAG e The child may use the direct link to the CATEGORIES index to tell a partner to look in other places or say describe talk about what they want to show them e ASK SOMEONE links directly to the page of people for the child to identify who their partner could ask to help work out what it is they want to show you e HAVE A GUESS is included to allow children to play a guessing game with their partner about what they want to show them e MESSAGE provides a space to store a pre prepared message in this case about something the
106. his section includes clothes and things that are worn on the body e g personal aids such as splints and other vocabulary related to dressing and grooming Predictably associated vocabulary is accessible via pronouns clothes actions clothes descriptions and little words links to automatically closing pages There is also a predictive link to the co our page A link to the sub category grooming amp Jewellery is included on the first page Associated vocabulary automatically closing pages are used to more efficiently access the range of vocabulary included in this section o Shoes and socks o Tops o Bottoms Vocabulary for underwear is included in one of these sections according to the body part it is worn on e g UNDIES in bottoms Other clothes vocabulary that does not fit within these groupings is placed on the second page Vocabulary for any equipment aids that are worn by the child e g arm wraps leg splints AFOs wristband may need to be added to the clothes section Place any items frequently put on and taken off during the day on the second page If more space is required on the second page move clothes items that are not used every day to the third page If the child has a lot of equipment they wear consider adding a personal equipment automatically closing page linked from the first page could move the link to grooming and jewellery to the second page The grooming amp jewellery sub category uses a page grid that suppor
107. ictably associated vocabulary blank spaces to add the child s favourite characters and a link to the Character things sub category e There are three sub categories in this section o Character things to add media and the child s things that have character images There is a link to the clothes section on this page o Story characters linked from the second page to add names of characters in the child s favourite books and movies o Fairytale characters linked from the second page to add additional characters from fairy tales the child has read e Character vocabulary needs significant customisation to include the child s favourite story TV music and movie characters and personalities PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 30 You may need to import graphics to use as the symbols to represent characters that are not included in the PCS symbol library in edit mode select change picture then browse for file 21 animals The example page set includes a range of animals commonly talked about by young children The decision to include this number of animals in the main pages was influenced by the frequent focus on animal names in children s play stories rhymes and songs The first page of this section includes predictably associated pronouns and verbs the word VET and blank spaces to add the names of the child s pets and or other animals that they frequently care for interact with talk a
108. ild to also request these activities through the I WANT pragmatic branch and also have a link to this page from a vocabulary item A SENSORY ACTIVITY in section 10 verbs to request these actions via the DO SOMETHING pragmatic branch 06 body parts e There is both a 06 body parts page linked from the categories index and a 06 body parts close is predictably linked from various pain and illness words The links to these pages looks the same but they have to following differences to suit different functions o Selecting a body parts word on 06 body parts close automatically closes the page jumps back This page also has some predictably associated vocabulary that may be needed to communicate the location of a pain itch rash etc The predictably associated vocabulary cells do not automatically close the page as other words on this page will be needed to express the whole message e g IT S PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 61 IN ON MY YOUR are predictably followed by body parts words DELETE WORD is included to correct any errors made while on this page o The 06 body parts page linked from the categories index includes main body parts and links to predictable associated body actions pronouns and little words This page is used for other functions where more than one word from the section may be required therefore the page does not automatically jump back Both 06 body parts and 06 body
109. ildren to tell their own stories more efficiently and or to compensate for current limitations in expressive language restricting the child s ability to intelligibly construct word by word more complex narratives Section descriptions PODD 15 00 main e This is the main home page for this PODD and is set as the Grid to display at start in the general settings startup in the user settings e This page is part of the main navigation system All additional pages must be accessible via this page using an existing pragmatic branch or by adding a new pragmatic branch starter to this page e In this electronic PODD the pragmatic branches are on the front page In paper PODD communication books the pragmatic branch starters are on page 2 accessed via the MORE TO SAY link to allow for the quick chat words to be accessed on the front page without a physical page turn and turn back The use of automatic closing pages in the quick chat section in this electronic PODD allows for fast access to quick chat from the chat words link on main page as it does not require someone to pick up and turn pages of a book to access quick chat words This allows for faster access to the pragmatic branches to express other types of non contextually dependent messages e Pragmatic branch starters indicate the communication intent of the message o Some functions have predictive links to pages of vocabulary to express these intents o The vocabulary required to
110. imarily included for partner s to produce more syntactically complete sentences Children at this stage of language development are encouraged to use the tense clues in the I M TELLING YOU SOMETHING pragmatic branch see information under the heading 03 tell above e Associated vocabulary pages are used to include similar meaning words some of which are included on the one label in a paper communication book and to increase the range of vocabulary available with less page turns o NOT not don t can t won t WANT want have get need give use SEE see look watch show find hide loose SAY say tell talk speak yell call ask answer guess explain chat invite THINK think know learn remember forget understand choose FEEL feel like love miss hate cry laugh GO go gone come stay leave visit stop drive ride e Additional verbs are located in other sections activity displays This not only increases the efficiency of using predictably associated vocabulary but also keeps the action word category a more manageable size For example the verbs FEED and PAT are included in the animals section STIR TASTE COOK on the cooking activity display DO not add verbs to the actions section if they are only used in sections where they are already included as predictably associated vocabulary on the section actions automatically closing page To increase the efficiency of communication teach childre
111. in reject protest express feelings label describe respond acknowledge answer inform draw attention to something relate information about present past and future events tell stories joke suggest and narrate imaginative play and instruct Vocabulary is organised into sections based on communication function part of speech and or semantic grouping Vocabulary is included in the page set to express a full range of semantic meanings There is a general expansion in the diversity of vocabulary used to express each semantic meaning compared to the PODD 15 expanded functions page set The vocabulary included in this PODD focuses on meanings encountered by children in their daily life routines environments stories play and educational activities o Associated vocabulary automatically closing page are used to present all the options on separate buttons for items where multiple meanings are included on the same button of a PODD communication book The use of automatically closing pages for predictably associated vocabulary in the PODD 15 supports partner modeling expanded key word sentences and full complex sentence forms with some exceptions Predictably associated vocabulary included in all sections includes o Personal pronouns I ME MY MINE MYSELF YOU YOUR YOURS HE HIM HIS SHE HER HERS WE US OUR OURS THEY THEM THEIR THEIRS SOMEONE EVERYONE o Auxiliary verbs WILL CAN DO DID DOES AM IS ARE WAS WERE SHOULD WOULD MI
112. ing and finger painting O Note The paint display linked from the kindergarten section has a different first page 33a kinder paint but shares all the other paint activity specific pages Includes links to colour page and descriptions section The word FINGER PAINT is positioned and PAINT is repeated on the first page in addition to being on the draw actions page This is to support the use of this word to request these activities via the I WANT pragmatic branch see information in 08 activities section for explanation of the navigation pathway to request The second page includes a range of materials and equipment used when painting The phrase I WANT TO SHOW links directly to the people section so the child can name the person they want to show e 34 Cut and Paste Vocabulary to interact when cutting and or pasting O Note The cut and paste display linked from the kindergarten section has a different first page 34a kinder cut amp paste but shares all the other cut amp paste activity specific pages Includes links to colour and shapes pages and the descriptions section The phrase CUT AND PASTE is positioned on the first page to support the use of this word to request this activity via the I WANT pragmatic branch see information in 08 activities section for explanation of the navigation pathway to request The second page includes a range of materials and equipment used to cut and paste The word CAREFUL is also
113. ink to the regular base form verbs on 10a actions OOPS Note that 10a actions OOPS is a copy of the first page in the actions section with OOOPS replacing GO BACK TO MAIN PAGE This modification enables a direct return to the ing tense verbs if accessing NOT was an error e Some of the negation words on NOT have predictable links to the regular base form verbs on 10a actions OOPS as the most likely use of language when talking about now e g I WON T DO IT NOT jumps back to the ing verbs e g I NOT GOING Note that 10a actions OOPS is a copy of the first page in the actions section with OOOPS replacing GO BACK TO MAIN PAGE This modification enables a direct return to the ing tense verbs if accessing NOT was an error e NOTE that at this language level the auxiliary verbs AM IS and ARE are not included e After selecting the required the actions word categories needs to be selected to finish the sentence IT S ALWAYS HAPPENING links to third 10a actions e This page is basically a copy of the actions section with the verbs in third person singular form All pages from the actions section have been duplicated with the verbs in third person singular form and the links changed to jump to the third person singular version e People links to a modified automatically closing version of the first page in the people section third 09a people close The third people pages in the ALWAYS HAPPENING pathway have predictive links to the app
114. ional Ltd PODD 15 4 body language and facial expressions that indicate an error has been made There is no need to access additional buttons to delete words and clear this is automatically done by the partner e The human partner can provide extra processing time The partner can hold their finger on an item before reading the label or turning a page In addition after the child indicates an item they can hold their finger on that item as they confirm the selection This is in contrast to high tech dynamic display systems where a selection immediately changes the page and the original item quickly disappears These faster page changes on a device can make it difficult for some children to initially learn the navigation process Fast level changes can be especially confusing and frustrating if the child accidentally accesses linked buttons e For some children the partner s role in operating the paper tech system supports learning about human interaction and the purpose of communication The focus shifts to interacting with their partner rather then interacting with producing an effect on an aid device e Individuals who are still learning to operate a high tech system may be able to access and use more complex language and vocabulary organizations with the support of a smart partner Independent speech output The partner needs to be close to the child to read the child s message using a light tech communication book Words such a
115. k now command associated with these cells e THE CHAT WORDS GREETINGS AND MANNERS and DO SOMETHING cells are simple links to the corresponding pages to express these messages i e neither speak aloud or insert text in the message window e The direct link to the Categories index in the operational buttons column can be used for more direct access to vocabulary to answer questions and communicate on an established topic It is crucial that partners model and children use the PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 14 pragmatic branches when initiating communication and or introducing a new topic Following the pragmatic branches provides predictive links to required pages of vocabulary for more efficient communication and includes strategies to support more intelligible communication of self initiated out of context messages at earlier stages of language skill Misinterpretation of the communicative intent of 2 3 key word messages on unknown topics is more likely if children navigate straight to the categories index 01 controls e This page links from the main page and provides a space for the user to add device controls e A few common controls are included on the template with spaces to add user device specific controls e BIG WORKSPACE links to a page with a large workspace to display longer messages This can be useful for children who rely on pictographs to support their understanding to
116. k about going to that place In each page set the word for the educational environment not currently attend is on a subsequent page so the child at school can talk about when they were at KINDERGARTEN and a child at preschool can talk about going to SCHOOL o NOTE that the label KINDERGARTEN is used throughout the page set to refer to an early childhood educational environment This Label may need to be changed to suit the child s word e g preschool day care or the name of the centre e Retail places shops take away and restaurants are sub categorised with a page link to shops e VISIT links directly to 09 people to identify who the child has will visit e There is an aim to include more frequently visited talked about places on the first and second pages of this section with holiday destinations on the third page During customisation it may be necessary to move some items from the second page to make room for more frequently visited talked about places There is a link to world places from the third page as it is anticipated that these words may be less frequently used like putting extended fringe vocabulary on a list in a communication book e HERE and THERE are included in this section to refer to places in the environment or established from the current topic e g people talking about a place the child could say LET S GO THERE note that COME HERE PLEASE is a whole phrase in greeting and manners e Not all place names are incl
117. laying with or talking about dress ups PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 80 o Note The dress ups display linked from the kindergarten section has a different first page 44a kinder dress ups but shares all the other dress ups activity specific pages o The first page includes links to colour and clothes descriptions pages and the grooming and jewellery subcategory in clothes section o The second page includes a range of clothes words and links to shoes and socks tops and bottoms associated vocabulary automatically closing pages There is also a link on this page to costume to add the names of the child s special costumes characters to dress up as 45 Messy play Vocabulary to interact when exploring messy play o Note The messy play display linked from the kindergarten section has a different first page 45a kinder messy play but shares all the other messy play activity specific pages 46 Computer Vocabulary to interact when using the computer o Note The computer display linked from the kindergarten section has a different first page 46a kinder computer but shares all the other computer activity specific pages o A link to the many usually found as an automatically closing page of ittle words is duplicated on the first page for more efficient access to these words o JI need some help links to a page of words and phrases to communicate technical and personal difficulties
118. ldren who use aided language may have the desire to tell their stories but insufficient time or capability to do so Sharing personal stories with others allows us to express our personalities and make social connections The child should be involved in the creation of these stories although others may support the intelligibility of the final product by suggesting ideas to the child and expanding the sentence forms e The first page in My stories is an Story index grid for stories that have been stored in the PODD There are spaces for links to 14 stories plus a current story news When writing a new story edit this page to include the name and a symbol representing that story The links to 14 blank stories pages are already in place e A separate page is used to store each anecdote Each page includes the following parts of a story You do not need to fill in every part for every story o what happened main part of the story introduction outline of what happened Include set up to story Use describing and action words to make story more interesting o more of what happened expand on story with extra details or information maybe include what happened next afterwards o who Names of people or general name for group of people relationship to student remember may be telling story to people who do not know that person interesting description of central character s o where where it happened may use specific words to descri
119. le Porter and Sensory Software International Ltd re RPA specific section Generally used for second and subsequent pages in a _ Most cells on this page are programmed to automatically close the page jump back when selected One operational button OOPS located next to the message window jumps page back Space to add 14 vocabulary items plus TURN THE PAGE in the bottom right corner Note this whole grid is set to be self closing after a selection of any cell If wanting some cells to be selected without closing the grid Open the grid in Edit Mode Select Edit grid Settings Deselect Self closing grid Add a Jump Back command to any cells you want to close the page after selection oOo 0 0 Used for activity specific displays designed to support interaction during an ongoing activity PODD 15 48 e In addition to the four operational buttons located on the right side of all first pages there are links to automatically closing pages to access more predictably associated vocabulary to support interaction during the activity o CHAT WORDS GREETINGS AND MANNERS QUESTIONS PRONOUN ACTIONS links to different page for each activity LITTLE WORDS OPINIONS note that in the preschool page set the link is to LIKE DON T LIKE e Space to add 4 vocabulary items link buttons plus TURN THE PAGE in the bottom right corner The O auto close grid would be used for other pages in an acti
120. le links from the verbs TURN and PUSH in some sections The words on these pages are already on other pages in the ittle words section and do not link from this section 02 chat e Includes vocabulary that it is generally useful to say quickly or in the context of an ongoing conversation or activity e Social phrases including some phrases to manage interaction and repair communication breakdown are also included in this section e This section links from the main page and other pages designed to support interaction during specific activities o Note that different first pages of chat 25 kinder chat or 25 school chat are linked directly from the school kinder section ME and YOU are not included on these pages as the link to the pronouns page is also readily accessible on the first page of the school kinder section TURN THE PAGE on these pages links to the second page of main chat i e only the first page is different o Remember that any changes made to the vocabulary positions of vocabulary on the first page of the main chat section will need to be repeated on the kinder school chat page e I DON T KNOW needs to be positioned on the first page of chat to provide children with an efficient alternative to answer YES NO questions Do not move this phrase from the first page o The words YES and NO are not included in the example page set on the assumption that the majority of individuals using this page set will use a more efficient
121. ll in every part for every story o what happened main part of the story introduction outline of what happened Include set up to story Use describing and action words to make story more interesting o more of what happened expand on story with extra details or information maybe include what happened next afterwards o who Names of people or general name for group of people relationship to student remember may be telling story to people who do not know that person interesting description of central character s o where where it happened may use specific words to describe place make the story more interesting may not always need this o when May be a specific time if a recent event For past events maybe n age at time what doing at the time e g When I was in grade 1 o why Comment on why you think something might have happened may not always need this o What I thought Describe how you felt 7 your opinion May include what you thought felt at the time and later o what others thought describe the reactions of the other people Say what you think the other people thought felt based on what they did said how they said it how they looked etc PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 83 o The suggestion that the other person should HAVE A GUESS is useful to respond to any more specific questions the partner may ask answers to which are frequently quite gu
122. lso includes a large SPACE cell the commands SPEAK BACKSPACE DELETE WORDS and CLEAR and links to a spelling instruction page upper case alphabet page the main page and categories index If using this alphabet display it will be necessary to edit all of the ALPHABET link buttons throughout the page set to JUMP TO z alt 51a lowercase main Upper case links to a page that repeats the above layout but uses capital letters While this option uses a similar size grid to that used throughout this page set the grouping of 13 letters on the one large cell is more visually complex than the group item layout with six on a page The same number of accesses two are required to access each letter in both options However it is necessary to change pages to access some of the operational buttons on the group item layout with only six on a page QWERTY Alphabet e The first page in this group is named z alt 51a QWERTY LC There is also an upper case page in the same layout z alt 51b QWERTY UC e This is a typical keyboard layout PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 82 This would be the preferred alphabet option for any child who could physically and visually manage this number of items on the page as only one selection is required to access each letter Commands on this page are SPEAK BACKSPACE DELETE WORDS and CLEAR and links to a spelling instruction page upper case alphabet page the main page and cat
123. mmunicate the location of a pain itch rash etc The predictably associated vocabulary cells do not automatically close the page as other words on this page will be needed to express the whole message e g IT S IN ON MY YOUR are predictably followed by body parts words DELETE WORD is included to correct any errors made while on this page o The 06 body parts page linked from the categories index includes main body parts and predictably associated words NOT BRUSH WASH This page is used for other functions where more than one word from the section may be required therefore the page does not automatically jump back e Both 06 body parts and 06 body parts close have the same body part words and links to automatically closing pages to access other body part vocabulary sub categorised as HEAD LEG FEET ARM SHOULDERS HAND or TURN THE PAGE to access ungrouped vocabulary NOTE these are the same pages linked from both options e Remember to add appropriate gender specific body parts 07 categories e This section is part of the main navigation system to generate novel messages to express the I M TELLING YOU SOMETHING I HAVE AN IDEA LET S PRETEND and I M TELLING A STORY communicative intents and to answer questions e The ordering of items in the categories index is prioritised for speed of access according to the likely usage patterns of vocabulary by young children Most commonly used categories are on the first page and categories
124. n add the names of favourite puzzles and other comments to the second page e 38 Dolls Vocabulary to interact when playing with dolls O Note The doll display linked from the kindergarten section has a different first page 38a kinder dolls but shares all the other doll activity specific pages Multiple activity pages are required to interact during a range of common doll play routines The first page includes a links to the descriptions section and activity displays to change nappy and put dolly to bed The doll actions page includes a range of actions used in doll play including to CUDDLE KISS FEED BURP PLAY WASH and DRESS the doll as well as emotive verbs CRY LIKE LOVE The want page is used to make more space for doll actions The second page includes items to feed and bath dolls with links to the bathroom page from house and garden section and the clothes section for dressing dolls The associated actions for these words are available on the doll actions pages Change nappy has it s own separate display with links to predictably associated vocabulary on pronouns nappy actions and little words automatically closing PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 79 pages JUMP BACK is used to return to the main doll activity page to continue doll play o Bedtime nappy has it s own separate display with links to predictably associated vocabulary on pronouns bed actions and little words
125. n and partners to look on the section specific actions page before navigating to the 10 actions section via the categories index o Ona PODD page set for a speech generating device more verbs are repeated in the actions section to change the tense when accessed via the TELL branch e Please note that changes and additions to the verb pages will need to be duplicated in the appropriate tense on the past ing and third person verb pages O 200 0 0 0 11 activities e The activities section links from both the I WANT pragmatic branch starter and the ACTIVITIES category enabling this vocabulary to be used to express a range of communicative intents e Vocabulary in this section includes a range of common play leisure and some daily routine activities with a focus on activities within the life experience of young children Note that some home routines e g go to bed have a bath may be accessed via the HOUSE amp GARDEN link on the second page of this section accessed via TURN THE PAGE There is also a link to the school section to request things and activities at school via the I WANT pragmatic branch e Predictably associated vocabulary is accessible via pronouns activities actions and little words links to automatically closing pages e Sub categories are used to organise the large vocabulary required to request talk about different activities The generic page set includes the sub categories make PODD 15 20
126. n modified using different colours to increase the visual contrast for easier location and discrimination e The I WANT LET S GO and I WANT TO SHOW YOU SOMETHING pragmatic branch starters insert into the message window when selected This is because these phrases are often used to start sentences messages to express these intents e The SOMETHING S WRONG I M ASKING A QUESTION I M TELLING YOU SOMETHING I M TELLING A STORY and I WANT TO SHOW YOU SOMETHING pragmatic branch starters speak a message out loud when selected This is done to attract the partner s attention to and clarify the intention of the child s message It also helps the child to mark the time of the initiation of their turn when it may take some time for them to construct their whole message This is particularly useful if the message related to the conversation or activity at the time of initiation It may assist partners to wait for the child to take their turn or at least assist partners to identify the context of the message Note that the spoken message for some branches is slightly different to the label to make it sound more natural e In the example page set I LIKE THIS and I DON T LIKE THIS also speak the message This can have some limitations as the words on these pages may not always be used to express simple like or dislike e g the word SILLY may be used without a dislike judgement If this is an issue for the child their partners you could delete the spea
127. n the bottom right corner O topic grid 2 is used as the second and subsequent pages in a topic section This is a self closing grid Note if adding more than one page remember to add the command Jump back before Jump to on the TURN THE PAGE cell Navigation 9 omn s tat se have a guess 11 where Vocabulary in this PODD is organised using both pragmatic branches and a categories index according to the communication intent being expressed Pragmatic branch starters are on main page note that the QUICK CHAT section links from the main page to automatically closing pages o There is an obligatory link for relating information functions to 03 tell page to access vocabulary for different verb tenses and additional pragmatic branch starters that did not fit on the main page Links to the Main page and the Category index are accessible from all sections and activity displays usually on the first page of each section except where noted in the section descriptions PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 12 e Predictive links are used to assist the child to include sufficient information to aid partner understanding e g HURT SORE PAIN has a direct link to 06 body parts e Operational command to TURN THE PAGE to move between pages in the one section Automatically closing pages reduce the need for the GO BACK operational commands to return t
128. n the categories index For example the child may want to tell someone I GOT A NEW DVD and they do not want the word TELEVISION to be automatically inserted into the middle of their sentence o request other items activities on the activity specific page not the activity name For example a child may want to request I WANT STORY so they do not want the word BOOK to be automatically inserted into the middle of their sentence This decision requires a second selection on the activity specific page to make the request for that activity via the I WANT pragmatic branch starter e g I WANT BOOK BOOK However it is generally easier for children at earlier stage of language development to add a needed word than it is to delete an unwanted word that has been automatically added to the message window e The request messages SOMETHING TO EAT AND DRINK and GET DRESSED do automatically insert into the message window as these items link to a separate category section which can be accessed via the categories index FOOD amp DRINK and CLOTHES to communicate different functions and messages These links are only included in the activities section to request from the I WANT pragmatic branch starter e SPORTS is intentionally duplicated on both the second page of this section and in the outside activities sub category as sports can be both inside and outside activities PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15
129. ncluded in the places section places found in the house or garden are included in 17 house amp garden transport places are included in 19 transport school places are included in 25 school health places are included in 14 health some special event places e g circus would be included in 13 special events places of worship are included in the 26 religion section place names related to animals e g VET KENNEL would be included in 21 animals O 0 0 O 0O 0 0O 13 special events e Special event vocabulary is particularly sensitive to regional and family cultural and religious events e The vocabulary in these example pages reflects common Australian holidays and special events Check this section and make appropriate vocabulary changes to suit the child and family s requirements e Predictably associated vocabulary is accessible via pronouns wrong actions special descriptions and little words links to automatically closing pages e The first page includes vocabulary related to the more frequently occurring special event of birthdays and parties A special descriptions link to an automatically closing page to access common adjectives related to special events HAPPY MERRY SURPRISE NEW and a link to numbers There is a link on this page to party things positioned near the word PARTY for easier location Note that LIGHT BLOW OUT and DECORATE do not automatically close on this page as there are other words on the page that predic
130. nmental control to a music player then links to a page to include the required controls would be included in this section e 29 Book Vocabulary to interact when reading and talking about books o Note The school subjects reading display linked from the schoo section has a different first page 29a schoo book but shares all the other book activity specific pages o The second page includes a link to BOOK DISPLAYS and also links to READING INSTRUCTION in the school page set See the information on the reading instruction pages in the 25 school subject section and on book displays under the heading 56 book pages below o In the preschool version the second page has a link to BOOK TALK instead of reading instruction o Also includes links to automatically closing page to add the names of the child s favourite books e 30 Game Vocabulary to interact playing and talking about games o Includes a range of vocabulary to instruct comment and request during games including game equipment A link to an automatically closing for games provides spaces to add the names of the child s games o You may choose to create game specific pages e g Guess who and link them from this section e 31 Play dough Vocabulary to interact when using play dough or clay o Includes links to colour automatically closing page o The second page includes equipment to use with play dough and ideas of what the child may try to make Try to collect other ideas
131. ntence o If the child begins to frequently use more varied sentences to give opinions then delete the TEXT command from the I THINK THAT S cell on the main page see instructions on editing a cell Opinion vocabulary is organised across three subsections Pages 04a and 04b include a range of different opinions that may be positive or negative 04a also includes a sub category link to ike words and dont like words There is a link to the dont like page from the message I DON T WANT TO DO THIS in the something s wrong section so it is important that words used to explain why the child doesn t want to do things remain on this page A predictable link to the opinions section is directly linked from the cell OPINIONS located in many other sections including school chat and all the activity specific sections e In the Preschool page set 04 like don t like O Opinion vocabulary is organised into more positive and more negative words linked from the pragmatic branch starters I LIKE THIS and I DON T LIKE THIS The phrase I THINK IT S is included as a whole sentence starter phrase on the first page of both the I LIKE THIS and I DON T LIKE THIS sections The word NOT has a predictable link to the other section E g I DON T LIKE THIS NOT predictable link to the I like this section GOOD There is a link to the second page in the don t like section from the message I DON T WANT TO DO THIS in the something s
132. o add the names of the child s favourite TV shows and DVDs video files o Note that there is a predictable link from the word TURN in television actions to a page with words to finish the instruction IT ON OFF UP DOWN AROUND without having to navigate to these words on the ittle words pages Note that IT does not close the page as it is predictably followed by other words on that page o If the device includes environmental control functions compatible with the child s TV you would link a page to TV controls from this section e 28 Music Vocabulary to interact when singing playing and listening to music and to talk about music at other times o The school subjects music display linked from the school section has a different first page 28a school music but shares all the other music activity specific pages The music display linked from the kindergarten section has a different first page 28a kinder music but shares all the other music activity specific pages o Includes links to automatically closing pages for instruments and to add the names of the child s songs and favourite musicians and their music o Note that there is a predictable link from the word TURN in music actions to a page with words to finish the instruction IT ON OFF UP DOWN OVER without having to navigate to these words on the ittle words pages Note that IT does not close the page as it is predictably followed by other words on that page o If
133. o the first page in a section o OOPS in included on these pages to go back to the first page in the section on automatically closing pages o NOTE that when multiple TURN THE PAGE commands are used to access third or subsequent page it is necessary to add the JUMP BACK command before the JUMP TO command on the TURN THE PAGE cell to enable the third and subsequent pages to return to the first page of the section e Some pages that are accessed from multiple locations include a include JUMP BACK operational command see section descriptions for details e Includes activity displays for more efficient interaction during a range of common daily routine and play activities e Includes My stories anecdote pages joke pages and about me pages to support children to tell their own stories more efficiently and or to compensate for current limitations in expressive language restricting the child s ability to intelligibly construct word by word more complex narratives PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 13 Section descriptions PODD 15 00 main e This is the main home page for this PODD and is set as the Grid to display at start in the general settings startup in the user settings e This page is part of the main navigation system All additional pages must be accessible via a pragmatic branch starter on this page e In this electronic PODD most of the pragmatic branch starters are on the front pa
134. o the sub category Grooming amp Jewellery is included on the second page o The grooming amp jewellery sub category uses a page grid that supports more predictably associated vocabulary to interact during grooming with minimal page changes o Associated vocabulary automatically closing pages are included for hair make up and jewellery o Predictably associated vocabulary that is used with o A link to the body parts automatically closing page and a direct link back to the first page of the clothes section are included on the second page 16 things Vocabulary included in the THINGS section includes any thing that does not fit into another category including personal equipment that is not worn Vocabulary for things may be included in a number of sections For example o Things that are generally found at home school kindergarten setting would be included in those other sections o Things related to specific activities e g sports games would be located in the activities section or on an activity specific page o Personal equipment that is worn e g AFOs splints is included in the clothes section PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 28 e Predictably associated vocabulary to start sentences using vocabulary from all sections is on the first page of this section Because both I and MY are frequently used with things vocabulary I ME MY MINE with a link to an automatically closing page
135. ocedure and health professionals links to the sub categories and a predictable link to the 06 body parts automatically closing page Relevant disability related vocabulary e g DEAF EPILEPSY AUTISM would be included on the second page in this section accessed via TURN THE PAGE SICK ILLESSES links to an automatically closing page to select a more specific word for the type of illness It will be important to customise this page so that the child s most common health problems are on the first page of the sub category HURT SORE PAIN links to an automatically closing page to select a more specific word e g SORE PAIN BUMP BRUISE BLISTER CUT BLEEDING CRAMP RASH ITCHY SUNBURN BROKEN All of these pain words have compulsory predictable links to the 06 body parts automatically closing page PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 27 Note that the first page in the health things sub category is not an automatically closing page words on this page are frequently combined together JUMP BACK replaces OOPS and DELETE WORD is added to correct and access errors without returning to the first page of the section It will be important to customise this page to include the child s most commonly used health equipment and medicines CHEMIST is included on this page as the place where health things are purchased 15 clothes grooming This section includes clothes and things that are worn on the body
136. oken language the book displays may also be used by partners to read text out loud with pictograph support to provide meaning o These book displays are not to be used by children to read the book out loud word by word or identify words in a book e Story displays would only be made for the child s favourite books the books that they request repeated readings e The first page is an index with links to 15 story specific grids in the examples page set Add the name and symbol for the name of the book to this page The general page set already has links programmed for 15 books e For each book the first page is a copy of the general book activity page with A DIFFERENT BOOK replacing the single word BOOK a space for the name of the book in place of AGAIN a link to BOOK TALK replacing I and THE END replacing CHOOSE o Book talk links to automatically closing pages to include vocabulary to develop early literacy knowledge awareness This vocabulary is included for partners to model and children to participate in talk about books not to test children with lots of questions o DIFFERENT BOOK links back to the general book activity section for the child to select and then participate in reading another book o The words PICTURE and END are also n the first page for frequent use during book reading e Story specific vocabulary is added to the second page Links to the I LIKE THIS and I DON T LIKE this are also on the second page Vocabula
137. omatically closing page that is linked from multiple activity based pages as predictably associated vocabulary 09 people e This section will need considerable customisation e Associated vocabulary most of which are included on the one label in a paper communication book for personal pronouns are included on automatically closing pages o I ME MY MINE on the first page links to an automatically closing page for the child to select the appropriate form This page also includes space to write the child s name o Other personal pronoun associated vocabulary pages are linked from the people words page o The cell position and background colour for personal pronouns on these pages is the same as it will be in the PODD 15 pronoun pages e Children usually know a large number of people family friends teachers neighbours health professionals etc There are therefore a multiple sub categories and page turns in this section o Sub categories in this section include family friends and school or kinder people linked from the first page in the section As the occupations vocabulary is used less frequently the link to the sub category jobs is linked from the second page PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 23 o The first page in the section has spaces to add the names of immediate family members The names of other family members are added to the family sub category o Add names for people
138. omatically closing pages e There are three sub categories in this section PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 69 o Story characters to add names of characters in the child s favourite books and movies o Character things to add media and the child s things that have character images There is a link to the clothes section on this page o Fairytale characters linked from the second page to add additional characters from fairy tales the child knows e Character vocabulary needs significant customisation to include the child s favourite story TV music and movie characters and personalities e You may need to import graphics to use as the symbols to represent characters that are not included in the PCS symbol library in edit mode select change picture then browse for file 21 animals e The example page set includes a range of animals commonly talked about by young children The decision to include this number of animals in the main pages was influenced by the frequent focus on animal names in early childhood play stories rhymes and songs e Predictably associated vocabulary is accessible via pronouns animal actions and little words links to automatically closing pages Noun vocabulary that is predictably associated with animals is accessible via links to animal things animal body parts animal places and little words links to automatically closing pages e The first page of the default
139. omatically closing pages including the vocabulary you require that you can link to from the topic page You can copy the link cell from one page to the other in edit mode select the cell you want to copy and then use control C to copy that button Move to the topic page select the cell and use control V to paste the cell there 56 Book pages PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 84 Although most of the vocabulary in these books apart from character names will already be in different sections of the child s PODD story specific displays can increase efficiency to participate in interactions to support literacy learning especially important during group instruction The book displays are different in the school and preschool page sets to suit the literacy experiences required at different ages Preschool book displays Linked from the activities and kindergarten sections BOOK activity displays STORY DISPLAYS These book displays are designed to support the child s participation in shared storybook reading o If the child has difficulty understanding spoken language the book displays may also be used by partners to read text out loud with pictograph support to provide meaning o These book displays are not to be used by children to read the book out loud word by word or identify words in a book There are links to 15 story specific grids in the examples page set Story displays w
140. on the second page The words INSIDE and OUTSIDE are also on this page so that children can request and partners can instruct where to go 25 School e The school section is designed to interact at school as well as to include a range of vocabulary related to school The first page in the section uses an activity page grid to provide more predictably associated vocabulary to interact at school with minimal page changes e Predictably associated vocabulary is accessible via links to schoo chat including links to call school people school greetings and manners and opinions questions pronouns school actions and little words automatically closing pages PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 74 e Please note that the call school people school greetings and manners and the first page of school chat are different pages designed for communication at school but the second and third pages of school chat are the same pages that link from the general chat page that is linked from multiple sections in this page set Therefore be very careful when customising the schoo chat pages that you do not make changes for the school environment that will limit the use of these pages in other environments and activities e The first page of this section also includes the words TIME REST and PACK UP and links to the following sub categories o school people Automatically closing page with general labels for school peo
141. ook in the environment for the thing they want to show Predictably associated vocabulary to produce common sentences used to show things and actions is on the 03 show page The phrase WATCH ME may be used to draw a partner s attention to something the child can do LOOK can be used to cue a partner to attend to the child s eye or hand point to things in the environment or in a sentence to tell the partner where to look e g LOOK IN MY BAG The child may use the direct link to the CATEGORIES index to tell a partner to look in other places or say describe talk about what they want to show them ASK SOMEONE links directly to the page of people for the child to identify who their partner could ask to help work out what it is they want to show you MESSAGE provides a space to store a pre prepared message in this case about something the child wants t show their want to show their partner 04 like don t like Opinion vocabulary is organised into more positive and more negative words linked from the pragmatic branch starters I LIKE THIS and I DON T LIKE THIS The phrase I THINK is included as a whole sentence starter phrase YOU and ITS are included as predictably associated vocabulary on the first page of both the I LIKE THIS and I DON T LIKE THIS sections Accessing these linked cells does not automatically close the opinion section as the predictably associated vocabulary will be followed by other words in the opinion
142. ou need more than three page turns to access the extended LIST vocabulary in a section or sub category Layout e 15 cells 5 columns of 3 rows on each page with a message window and an extra operational cell at the top of each page The default cell spacing has been set to 32 pixels to provide space between the symbols on the page reduce the visual complexity and support more accurate location of each cell o The exact cell size and spacing will be dependent on the size of the screen o If required the cell spacing can be customised in The Grid 2 software in User Settings Cell Appearance Note that increasing the cell spacing will automatically reduce the size of each cell o The border width is set to 2 pixels Increasing the border size of cells is not recommended as thicker boarders add visual complexity to a page and distract from locating the symbols o Text is positioned above the picture to maintain consistency with PODD communication books where text above the symbols supports partners to read the label when the child is pointing to the cell PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 46 e Each page background is coloured according to the section same colours as those used for the page tags in PODD communication books This can support at least partners to orientate to which page is currently open e Cells with different functions look different o Cells that link jump to another page u
143. ould only be made for the child s favourite books the books that they request repeated readings These pages use the activity display grid to provide more predictably associated vocabulary to interact during story reading with minimal page changes Predictably associated vocabulary is accessible via links to chat questions pronouns book actions like don t like and little words automatically closing pages o Book actions links to the same page of verbs as the general book display The vocabulary focuses on the child s participation and instructing partners during book reading not the verbs from the text o There is also a link to book talk automatically closing pages to include vocabulary to develop early literacy knowledge awareness Again this vocabulary is included for partners to model and children to participate in talk about books not to test children with lots of questions o DIFFERENT BOOK links back to the general book activity section for the child to select and then participate in reading another book o The words PICTURE and END are also n the first page for frequent use during book reading Story specific vocabulary added to these displays could include the characters names and other vocabulary related to the story and pictures that the child may wish to talk about Repeated lines and comments to interact during the shared book reading may also be added to these pages If a lot of the story specific vocabulary alread
144. parts close have the same body part words and links to automatically closing pages to access other body part vocabulary sub categorised as HEAD LEG FEET ARM SHOULDERS HAND or TURN THE PAGE to access ungrouped vocabulary NOTE these are the same pages linked from both options Add appropriate gender specific body parts 07 categories This section is part of the main navigation system to generate novel messages to express the I M TELLING YOU SOMETHING I HAVE AN IDEA LET S PRETEND I M TELLING A STORY and IT S A SECRET communicative intents and to answer questions The ordering of items in the categories index is prioritised for speed of access according to the likely usage patterns of vocabulary by young children Most commonly used categories are on the first page and categories with less frequently used vocabulary are located on the second page Commonly used categories which are more directly accessed via a pragmatic branch starter on the main page are also located on the second page You may choose to swap the location of a category to reflect the vocabulary usage patterns of an individual child and the availability of more direct links to the section via a pragmatic branch starter IT S NOT IN MY DEVICE I LL GIVE YOU A HINT replaces the CATEGORIES cell on the first page in the categories index As part of the main navigation system the vocabulary required in this section changes whenever additional sections of vocabulary categorie
145. ple e g TEACHER GROUP CLASS FRIEND and spaces to add people s names Extra space for the large range of names in this section with links to boys and girls pages This sub category also links from the people section o school places Automatically closing page including the names of places at school This page also links from the places section as part of the LET S GO pragmatic branch o school things Automatically closing page including the names of things used at school For convenience there are links from this page to computer things pencil case things and equipment automatically closing pages in other sections There is also a link on this page use computer to access the interactive computer activity display e The second page of this section includes the school daily schedule activity and subject words You will need to customise the labels to suit local wordings for different subjects e This page also includes links to school subject displays and topic pages see information on the topic section below under the heading 55 topic pages School subject displays e School subject displays aim to increase the efficiency of interaction during specific subjects at school These displays are accessed via the schoo section TURN THE PAGE SCHOOL SUBJECT DISPLAYS e The page layout for the subject displays is similar to activity grids with predictably associated vocabulary links to interact during the activity with minimal page changes
146. port their learning to use a 0 9 display to produce larger numbers Extra pages to practice counting out loud using whole numbers can be linked from this section but do not change the main page used for writing and speaking numbers 25 Preschool settings school Whilst there is usually significant overlap with vocabulary in other sections particularly the activities section it has been found useful to repeat this vocabulary in the one section to facilitate more efficient communication in the Preschool school environment If the child does not currently attend an educational setting o Replace the cell school kinder on the first page of the categories index with a link to a frequently used category from the second page of the categories index 25 Kindergarten Preschool page set This section is designed to interact in an early childhood centre with a play based curriculum In the example page set the early childhood centre is referred to as kindergarten kinder but the cell labels can be changed to reflect the name used by the child and family for their early childhood centre e g day care cr che preschool o Note that a child who is participating in a play based curriculum at school may also use this the Preschool page set The first page in the section uses an activity page grid to provide more predictably associated vocabulary to interact at kindergarten with minimal page changes Predictably associated vocabulary is accessible vi
147. preschool page set clear the link to the topic pages on the second page of the categories index 6 Remember that there are links to the LIKE DON T LIKE or OPINIONS section from many activity specific and other pages in the PODD 15 All of these links would also need to be changed to the appropriate symbols and links to the new pages 05 wrong Words and phrases to complain protest assert self and generally relate problems or what has gone wrong for the child Predictably associated vocabulary is accessible via pronouns wrong actions and little words links to automatically closing pages HURT SORE PAIN links to an automatically closing page to select a more specific word e g SORE PAIN BUMP BRUISE BLISTER CUT BLEEDING CRAMP RASH ITCHY SUNBURN BROKEN SICK and all of these pain words have compulsory predictable links to the 06 body parts automatically closing page There is also a link to the 14 health section from the first page of something s wrong The link to 14 health is intentionally positioned above SICK to remind children and partners that they may want to go to the health section to locate names of specific illnesses Check the vocabulary available in the health section prior to adding vocabulary You may choose to include some vocabulary in both sections if the health issue results in common complaints e g a child who has frequent reflux may require YUCKY BURP in both sections a child who has a hearing impairmen
148. quipment automatically closing pages in other sections There is also a link on this page use computer to access the interactive computer activity display The second page of this section includes the school daily schedule activity and subject words You will need to customise the labels to suit local wordings for different subjects This page also includes links to school subject displays and topic pages see information on the topic section below under the heading 55 topic pages School subject displays School subject displays aim to increase the efficiency of interaction during specific subjects at school These displays are accessed via the schoo section TURN THE PAGE SCHOOL SUBJECT DISPLAYS The page layout for the subject displays is similar to activity grids with predictable links to school chat and question automatically closing pages associated vocabulary links to interact during the activity with minimal page changes School subject displays also include a direct link to return to the schoo section The generic page set includes displays for some common school subjects and links to 9 other subject displays ready for the user to add vocabulary for other subjects READING subject display 29a school book o Based on the book activity display linked from activities with changes to the first page to include School Chat and a link back to the school section All other pages are shared PODD 15 2012 Gayle Porter and
149. r The SPACE cell is included to do this manually A JUMP BACK command is in the top right corner of the first page instead of go back to CATEGORIES or MAIN PAGE as the number page is linked from multiple sections in the page set Note that many of the number words on the second page accessed via TURN THE PAGE are also included in the ittle words section linked from most sections that is why the first page in this section is the numerals The second page also includes vocabulary to participate in maths classes PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 72 You will need to customise the labels used on some items in this section to suit locally used educational practices NOTE It is important that that only the numbers 1 10 and O are included People in the child s environment often require explanation of why children need to learn to combine numerals 0 9 to produce numbers beyond 10 Partners frequently suggest that it is easier for the child to use a display with whole numbers to 20 or 30 without considering the impossibility of presenting whole written numbers for every number to 100 or 1000 on a communication display It is often necessary to explain the importance of children learning to understand the underlying concepts of place value for calculator and keyboard use Children require early experiences sequencing numerals for place value beginning with two digits for numbers in the teens to sup
150. r pages use activity grid layouts to support ongoing interaction about and during these special events with minimal page changes As EASTER and CHRISTMAS function as a link cell they are not programmed to insert into the message window just jump to the page This requires a second selection to use these words in sentences but eliminates the need to delete the word when the item was only being used to access other vocabulary and these words are not required in the sentence e g do not want the word CHRISTMAS at the beginning of the message FATHER CHRISTMAS COME or EASTER the beginning of the message I BUY EASTER EGGS This section often includes a large fringe vocabulary for low frequency special events e g an excursion the name of a specific concert or event There are two other blank pages to add additional special events as required The final page requiring three page turns functions like a list to add new extended fringe vocabulary If adding lots of vocabulary consider possible sub category groupings to reduce the number of page turns to access more frequently used words To keep the high frequency birthday words together on the first page place links to extra sub categories on the second page of the section 14 health There are a number of sub categories used in the health section to more efficiently organise a relatively large vocabulary The first and second pages in this section include vocabulary for general medical appointment pr
151. r sections of the PODD for use to express other functions e The phrases I NEED MY COMMUNICATION BOOK and I NEED TO GO TO THE TOILET are also on the first page of chat for efficient access from multiple sections e The phrase I NEED TO GO TO THE TOILET has a predictable link to the toilet activity specific pages 50a toilet to support interaction during toileting The vocabulary on this page is particularly useful for children who need assistance with toileting or are currently learning to go to the toilet The 50 toilet pages also link from the 11 activities and 25 school kinder chat pages sections e DO YOU WANT TO HEAR A JOKE on the third page of the chat section links to a page to support the child to tell jokes o The phrase DO YOU WANT TO HEAR A JOKE On the link cell speaks now o All cells on the page speak now There are no commands to CLEAR or DELETE WORD on this page If an individual would like to change the commands to insert into the message window then CLEAR would also need to be added to the page o Includes social interaction phrases related to joke telling o Cells to store 6 question and answer jokes note a different format would be required for knock knock jokes o Each QUESTION and ANSWER pair has a different coloured background to support child identification of which button to press Could decide to customise with different symbols to represent each joke or the child could learn to use the general QUESTION and ANSWER s
152. r storing prepared anecdotes and news have s guess wht PODD 15 2012 Gayle Porter and Sensory Software International Lt ste Pr May add conversation starter PODD 15 49 e See information in section descriptions for 54 My stories Topic pages 0 topic grid 1 amp O topic grid 2 Only in the school version of PODD 15 Used to add vocabulary for school topics O topic grid is used as the first page in a topic specific section In addition to the four operational buttons located on the right side of all first pages there are links to the automatically closing pages o QUESTIONS PRONOUN ACTIONS links to different page for each topic DESCRIPTIONS LITTLE WORDS Space to add 6 vocabulary items link buttons plus TURN THE PAGE in the bottom right corner In addition to customising the vocabulary on this page pages to actions 0 actions auto close grid and the second page 0 auto close grid need to be made and then linked Jump to from ACTIONS and TURN THE PAGE oo 0 0 Navigation Vocabulary in this PODD is organised using both pragmatic branches and a categories index according to the communication intent being expressed Pragmatic branch starters are on main page note that the QUICK CHAT section links from the main page to automatically closing pages o There is an obligatory link for relating information functions to 03 tell page to access vocabulary for different verb tens
153. range of common doll play routines o The first page includes a links to activity displays to change nappy feed dress bath and put dolly to bed These are not automatically closing pages remaining open for interaction using multiple words on the page DELETE WORD is included on this page to correct errors and clear messages JUMP BACK returns to the firs page of the doll section e 39 Toy cars Vocabulary to interact when playing with toy cars trains or planes o If the child has a train set or other vehicle that does specific functions you may want to add another activity display more specific to play with that vehicle PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 38 e 40 Bubbles Vocabulary to interact when playing with bubbles o Note The bubbles display linked from the kindergarten section has a different first page 40a kinder bubbles but shares all the other bubbles activity specific pages o There is space on the second page to add the child s bubble toys e 41 Ball Vocabulary to interact when playing ball o Includes a JUMP BACK instead of Categories because it is linked from multiple sections e 42 Build tools Vocabulary to interact during pretend or real use of tools to build o This page also links as tools from the house amp garden and things sections e 43 Water play Vocabulary to interact about water play probably need to use communication book not the electronic device i
154. rd is increased It may be strategic for aided language users to prioritise words that are necessary for meaning especially in the earlier stages of language acquisition or if still struggling with effortful access to the communication aid For example including words such as A AN THE is relatively easy for the speaking child but requires additional time and effort to access these words that do not add to the listener s understanding of the message on a communication aid o These two factors are most likely to influence the core most frequently used words of children who are learning to use aided language The PODD 15 page set has taken these factors into consideration when applying information on core vocabulary that was gathered from speaking children The PODD 15 page set uses automatically closing pages for partners to model more syntactically complete sentences Vocabulary selection in PODD has also been influenced by 20 years of use by 100s of children and their partners The vocabulary added on the spot to the LISTS in communication books and BLANK SPACES in speech generating devices has been extremely important to inform the core and content vocabulary generally used at different developmental stages PODD has been developed though real life use of aided language for genuine interactions e The organisation and vocabulary included in this page set supports the expression of a range of pragmatic functions typically seen in the expressi
155. rds I LIKE THIS and I DON T LIKE THIS and HOME and the word TOYS are on the third page NOTE that this was done to keep most common inside activates on the same second page Most of the inside activity words in this section have links to pages of vocabulary to interact during the activity i e activity specific displays see pages 27 50 for more information o HOME CORNER in this page set links to an activity specific display 25h home corner in the kindergarten section to provide more specific verbs and prepositions to direct and narrate home corner play than are present in the main house and garden section There are links from the second page of home corner to the room sub categories in House and Garden The outside activities sub category uses an activity page grid to provide more predictably associated vocabulary to interact during outside play time at kindergarten with minimal page changes o The first page of this section includes links to questions chat and kinder greetings and manners automatically closing pages and predictably associated vocabulary used to start sentences using words for all pages in this sub category o The activities on the first page of this section are more likely to use an electronic device during the activity and may frequently use the PUSH verb and link to instruct helpers o The verb PUSH has a predictable a link to give common instructions IT HIGH LOW UP DOWN OVER AROUND BIG LITTLE FAST
156. ropriate verb form Third person singular verbs are only used when the subject noun is one other person or thing Note that YOU is the second person not the third person o I WE YOU WE THEY have predictive links to 10a actions regular base verbs E g I GO WE GO YOU GO THEY GO o HE SHE EVERYONE SOMEONE and all people s names and words JUMP BACK to third 10a actions E g HE GOES MUM GOES THE CLASS GOES THE BABY GOES PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 19 o Note that MY YOUR OUR and THEIR also JUMP BACK to third 10a actions as they are generally refer to a single third person e g YOUR MUM GOES OUR BABY GOES o Note that if you are adding a word to the people s section that is not a third person repeat it on the third people page with the associated link to 10a actions regular base verbs E g CHILDREN GO e The negation words on NOT have predictable links to the regular base verbs on 10a actions OOPS page as the most likely language usage e g She DOESN T WANT IT e After selecting the required the actions word you need to select categories to finish the sentence 03 show Includes vocabulary and links to other pages needed to show things and actions The vocabulary on this page particularly suits a child who has restricted mobility with limited ability to independently get and show objects The child can provide their partner with hints as to where to l
157. rst page includes links to predictably associated core vocabulary automatically closing pages questions pronouns topic actions and little words There is also a link to the reading instruction page A JUMP BACK command to the book activity display reading subject display replaces GO TO MAIN PAGE on this page o Topic actions includes some core verbs and spaces to add verbs related to the story Note that each book has its own topic actions page o Second page to add story specific words Note that an additional page could be linked from TURN the PAGE if required e When selecting vocabulary for a story specific display remember that discussion around a text includes more words of the text Consider the vocabulary that might be required to also activate background knowledge talk about pictures and story meaning e If a lot of the story specific vocabulary is already existing on an automatically closing page from another section e g farm animals you may choose to create a link to this page rather than repeating every word on the story specific page This also assists children to learn the symbol link they would use in their main page set to access this vocabulary o You can copy the link cell from one page to the other In edit mode select the cell you want to copy and then use control C to copy that button Move to the topic page select the cell and use control V to paste the cell there e Make sure to also include new vocabulary exclu
158. rter and Sensory Software International Ltd PODD 15 66 There are a number of sub categories used in the health section to more efficiently organise a relatively large vocabulary Predictably associated vocabulary is accessible via pronouns health actions and little words links to automatically closing pages The first and second pages in this section include vocabulary for general medical appointment procedure and health professionals links to the sub categories and a predictable link to the 06 body parts automatically closing page Relevant disability related vocabulary e g DEAF EPILEPSY AUTISM would be included on the second page in this section accessed via TURN THE PAGE SICK ILLESSES links to an automatically closing page to select a more specific word for the type of illness It will be important to customise this page so that the child s most common health problems are on the first page of the sub category HURT SORE PAIN links to an automatically closing page to select a more specific word e g SORE PAIN BUMP BRUISE BLISTER CUT BLEEDING CRAMP RASH ITCHY SUNBURN BROKEN All of these pain words have compulsory predictable links to the 06 body parts automatically closing page HEALTH THINGS It will be important to customise this page to include the child s most commonly used health equipment and medicines CHEMIST is included on this page as the place where health things are purchased 15 clothes grooming T
159. ry added to these displays could include the characters names and other vocabulary related to the story and pictures that the child may wish to talk about Repeated lines and comments to interact during the shared book reading may also be added to these pages e If a lot of the story specific vocabulary already exists on an automatically closing page from another section e g farm animals you may choose to create a link to this page rather than repeating every word on the story specific page This also assists children to learn the symbol link they would use in their main page set to access this vocabulary o You can copy the link cell from one page to the other In edit mode select the cell you want to copy and then use control C to copy that button Move to the topic page select the cell and use control V to paste the cell there School book displays e Linked from the second page in the book page linked from the activities section and the reading subject page linked form the schoo section e These book displays are not intended to be used by children to read the book out loud word by word Looking away from the text to locate each word on a display interferes with print processing and reading comprehension The child may use the display to read a word or occasionally a sentence in a group activity but the primary use of story specific displays is to support more efficient interaction and discussion around the text The book displays may
160. s e People links to a modified automatically closing version of the first page in the people section 09a people close When customizing this page set it will be necessary to add people s names to this page in addition to the 09a people page linked from categories The links to other people s names from 09a people close lead to regular pages in the people section The predictably associated vocabulary AND and I ME and MY are included as separate cells on 09a people close Selecting AND or MY does not close the page as these words are predictably followed by other words on this page e Some of the negation words on NOT have predictable links to the regular base form verbs on 10a actions OOPS as the most likely use of language when talking about now e g I DON T WANT IT NOT jumps back to the ing verbs e g I AM NOT GOING Note that 10a actions OOPS is a copy of the first page in the actions section with OOOPS replacing GO BACK TO MAIN PAGE This modification enables a direct return to the ing tense verbs if accessing NOT was an error e NOTE that at this language level the auxiliary verbs AM IS and ARE are not included e After selecting the words required from the actions page categories needs to be selected to finish the sentence IT S GOING TO HAPPEN links to will 10a actions e This page is basically a modified copy of the actions section WILL replacing WANT and verbs changed to the ing form e WILL has a predictable l
161. s are added ALL sections of the PODD need to be accessible via a category link in this section NOTE the school and Preschool page sets have different the second pages in the categories index o The school page set includes links to OPINIONS and TOPIC WORDS o The Preschool page set needs links to both I LIKE THIS and I DON T LIKE THIS sections There is no topic section in the Preschool page set 08 questions This section includes a full range of WH question words and predictably associated vocabulary to ask common key word questions Some questions commonly asked by children are included as whole phrases Predictably associated vocabulary is accessible via pronouns question actions and little words links to automatically closing pages This section links from both the main page as a pragmatic branch starter and the categories index to use question words in sentences to express other functions e g the instruction Go and see who is there Children will primarily access question words via the pragmatic branch starter on the main page The link to question words from the categories index will primarily be used by partners as WH question words within sentences occurs only in more complex syntactical forms So do not move the link to QUSTIONS link the second page in the categories index as partners should easily be able to turn the page TELL ME YES NO functions like raising intonation to mark questions in early language developmen
162. s HELLO THAT THERE are often not included in the generic templates for PODD communication books based on the assumption that the child will be learning to use unaided modes e g pointing waving head movements to more efficiently communicate these messages when using a paper communication book SGDs enable independent speech output including communicating with people across a distance PODD 15 and 15 includes extra sections of vocabulary to capitalise on the availability of speech output e g calling out greetings pre stored messages and phrases joke telling etc Other functions of the device The page layout for speech generating devices needs to include operational functions such as a message window CLEAR DELETE WORD These items are not needed when using a PODD communication book as the partner functions as a message window collecting the words and automatically speaking the entire message with expansions from the child s key words Partners then automatically CLEAR the message The child may use OOPS or a confused facial expression and the partner uses context to problem solve whether to delete the last word or go back a page Speech generating devices programs also need extra spaces to add device operational controls such as volume control shut down editing or other device specific functions e g environmental control phone access computer access printing Extra pages don t add weight to an SGD With paper pages ea
163. se a folder shape cell style is named turn the page o Vocabulary cells are white rectangles with rounded corners cell style is named vocab cell o Operational cells such as CLEAR DELETE WORD are coloured rectangles with rounded corners cell style is named function e An extra page with blank buttons linked from TURN THE PAGE is included at the end of each section to add additional vocabulary Serves the same function as a list does in a paper PODD communication book Types of pages A number of different page grids are used in the PODD 15 to suit different communication functions Templates for all of these grid types are included with PODD 15 to support easier creation of new pages Open the required grid in Edit Mode and save as the new grid name Section page 0 page grid Actions automatically closing page 0 actions auto close grid Automatically closing page 0 auto close grid Activity specific pages 0 activity grid Book pages 0 book grid Anecdote grid 0 story grid Topic pages 0 topic grid Section page 0 Page grid e Generally used as the first page in a section e Four operational buttons are located on the right side of this page o GO BACK TO MAIN PAGE next to message window o DELETE WORD o Go to CATEGORIES o CLEAR e Cells linking to automatically closing pages to access predictably associated vocabulary es little words turn the page o PRONOUN o ACTIONS different page in ever
164. section The word NOT has a predictable link to the other section E g I DON T LIKE THIS NOT predictable link to the I like this section GOOD All of the opinion words in this section include the command to JUMP BACK to automatically close the opinion section This is done to support efficient communication given the most likely usage pattern of selecting one opinion word from this section o If children are routinely trying to select more than one opinion word and would prefer the pages to section to stay open remove the Jump back command from all cells on the first page of section and change the OOPS to JUMP BACK The item LET S DO SOMETHING ELSE in the don t like section has a predictive link directly to the 07 categories section to suggest an alternative activity Note that vocabulary to complain is included in section 05 something s wrong It is important when making changes to these pages to consider which section opinions I PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 20 dont like it or something s wrong will most appropriately and frequently convey the child s communication intent o NOTE that there is a predictive link from I DON T WANT TO DO IT in the something s wrong section to the second page of the I don t like this section so it is important that words used to explain why the child doesn t want to do things remain on this page In addition to adding deleting vocabulary
165. selecting these cells does not close the page as there are other words on this page that would predictably be used after the verb o On the third page of the outside sub category inside links back to the first page of the house and garden section and outside activities links to that sub category in the activities section PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 29 18 food drink e This section may be accessed via the I WANT pragmatic branch I WANT SOMETHING TO EAT OR DRINK or from the categories index enabling this vocabulary to be used to express a range of communicative intents As children are most likely to access this section via the I WANT request the category link to FOOD DRINK is on the second page of the categories index e This section uses the activity page grid to provide more predictably associated vocabulary to interact during mealtimes with minimal page changes Predictably associated vocabulary is also accessible via links to chat meal manners and questions automatically closing pages Links to dishes amp utensils and kitchen automatically closing pages are also included on the second page of this section with a range of descriptions commonly used at mealtimes taste and temperature e Food and drink vocabulary is sub categorised from the links to food and drink located on the first page of this section Food is further sub categorised by type snacks amp desert bread amp
166. sentence After selecting the words required from the actions page categories needs to be selected to finish the sentence o Note Including a predictable link to the categories section associated with most of the actions words was tried but this was found to be extremely annoying whenever an access error was made as it is inefficient to navigate back via the main page to start the TELL branch again just to return to the past tense actions page Repeating this branch also includes spoken messages that are pragmatically inappropriate to repeat IT S ABOUT NOW links to ing 10a actions This page is basically a copy of the actions section with the verbs in present progressive ing tense It includes the same predictably associated page pronouns but replaces the link to little words with the automatically closing page ing 09a people This is a modified automatically closing version of the first page in the people section When customising this page set it will be necessary to add people s names to this page in addition to the 09a people page linked from categories The links to other people s names from ing 09a people lead to regular pages in the people section The predictably associated vocabulary A THE IT AND is included on ing 09a people All pages from the actions section have been duplicated with the verbs in present progressive ing tense and the links changed to jump to the ing tense version Some of the negation words on N
167. sistance o JUMP BACK replaces the link to CATEGORIES because the link to this page comes from multiple sections o This page is number 50 as parental feedback suggested placing the toilet display in a very easy to find position for frequent fast access so it is positioned as the last activity display in a paper PODD communication book Consider whether the child requires all of these activity displays to be included in their PODD and or they require other activity displays e To delete an activity display To delete an activity display from an electronic PODD delete all the JUMP TO PAGE links to that page You may choose to keep the name of the activity but remove the link to the activity display You can either then delete the pages with that number from the page set in the Grid explorer highlight the child s user and select explore user highlight the page s to be deleted then select Delete PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 39 grids or you could leave the unlinked activity display in the page set in case you want to re link it to use at a later time To add an activity display In edit mode open the grid 0 activity grid Save that grid as the new page name in edit mode select file save as Page numbers need to be assigned to all new activity display pages You may use numbers from the pages you have deleted the numbers 46 49 or a number larger than 56 When adding an activity display to
168. st page of school chat is different for the main chat page School Chat includes I MADE A MISTAKE instead of UH OH and I NEED A BREAK instead of STOP The second and third pages of schoo chat are the same pages that link from the general chat page that is linked from multiple sections in this page set Therefore be very careful when customising the schoo chat pages that you do not make changes for the school environment that will limit the use of these pages in other environments and activities School greetings and manners is also a different page from the greetings and manners page linked from the main page This page includes the more formal greetings frequently used in classrooms e g GOOD MORNING GOOD AFTERNOON There is also a link to CALL OUT TO SCHOOL PEOPLE on this page There is also a link to school people section from the call people page The first page of this section also includes predictably associated vocabulary Note ME and YOU would be accessed via the chat page and links to the following sub categories o school places Automatically closing page including the names of places at school This page also links from the places section as part of the LET S GO pragmatic branch ADD the name of the child s school and grade to this page o school things Automatically closing page including the names of things used at school For convenience there are links from this page to computer things pencil case things and e
169. stored on later pages within a section e While it is useful to have the topic vocabulary easily accessible on a topic page when the topic is current locating vocabulary on old topic displays is not very efficient for general use At the end of each topic make sure to store new words within the main section pages If you involve the child in this process it will assist their learning the location of these new words e A topic pages index is linked from both the categories index and the schoo section The index in this page set is prepared with links to pages ready to be filled in for 15 topics e Each topic uses at least three pages o The first page includes links to predictably associated core vocabulary automatically closing pages questions pronouns topic actions and little words and to the descriptions section Spaces to add topic specific words are also available on this page o Topic actions includes some core verbs including say and think links for participation in educational activities and spaces to add topic specific verbs Note that each topic has its own topic actions page o Second page to add topic specific words Note that an additional page could be linked from TURN the PAGE if required To make an additional page save the 0 auto close grid as the same name as the second page but changing the 2 in the name to a 3 e g for topic 1 save the page as 55a3 topic 1 e When creating topic pages consider if there are existing aut
170. t This item links directly to the categories index so that the child can indicate what they are asking For example TELL ME YES NO PLACES YOU GO PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 62 HOME can be interpreted in context as Are you going home TELL ME YES NO ACTIVITIES LIKE BOOK can be interpreted in context as Do you like this book A direct link to the people section from WHERE is PERSON supports more efficient asking of this common question A CURRENT QUESTION provides a space to add a currently relevant whole questions that the child may ask lots of people e g DID YOU HAVE A GOOD HOLIDAY DO YOU KNOW WHERE MY CLASS IS WHAT DO YOU THINK OF MY NEW HAIRDO The idea is to frequently change these questions in consultation with the child To add the text for a question enter edit mode select that cell and type the message in the text box Note that this section is a different page from the 01 questions automatically closing page that is linked from multiple activity based pages as predictably associated vocabulary 09 people This section will need considerable customisation Predictably associated vocabulary is accessible via pronouns people actions and little words links to automatically closing pages Children usually know a large number of people family friends teachers neighbours health professionals etc There are therefore a multiple sub categories and pag
171. t equipment including AAC equipment This page will probably need considerable customisation to include the child s specialist equipment If the child does not use much specialist equipment then you may want to change symbol to a communication display as the page will then include mainly AAC equipment There is also a link from the first page to the BUILD TOOLS activity display 42 17 house amp garden This page set includes vocabulary for common requests instructions and locations at home Predictably associated vocabulary is accessible via pronouns house actions little words and family to identify whose room links to automatically closing pages The house section has a lot of predictably associated verbs Automatically closing pages are used to group verbs for cleaning clean and cooking cook The want associated vocabulary page used in the 10 actions section including words want have get need give is also used on the house actions page to make more space for house specific verbs without adding extra page turns There is also a predictable link from the verb TURN to a page with words to finish the instruction IT ON OFF UP DOWN IN OVER AROUND without having to navigate to these words on the ittle words pages Note that IT does not close the page as it is predictably followed by other words on that page Vocabulary referring to items inside the house is organised across multiple automatically closing pag
172. t themselves When adding new types of information about the child to this section consider if there is also an appropriate question they could ask their new partner to elicit similar types of information 03 tell e This page includes vocabulary and links to other pages to relate information instruct and tell stories as part of the I M TELLING YOU SOMETHING and I M TELLING A STORY NOT REAL branches e The communicative intents to instruct IT S TIME TO and suggest LET S PRETEND are located on this page due to space limitations on the main page o In the school page set the child may indicate that their message or story is a secret IT S A SECRET This phrase does not directly link to the categories index as the child may want to use the tense clues pathways to tell their secret o In the Preschool page set the communicative intent I HAVE AN IDEA is also included on this page as the use of two pragmatic branch starters I LIKE THIS and I DON T LIKE THIS to express opinions means there is one less cell available for pragmatic branch starters on the main page Due to these space limitations the phrase I HAVE A SECRET is not a pragmatic branch starter but is included as a phrase in the chat section e PACK UP GO and DO SOMETHIING ELSE are associated with the IT S TIME TO branch DO SOMEHING ELSE links to the categories section to access vocabulary to tell people what action activity or routine it is time to do and GO somewhere pre
173. t TURN THE PAGE to Jump to the new second page for the specific book vocabulary e O book grid 2 is used as the second page to add vocabulary for a specific story book This is not a self closing grid so JUMP BACK replaces OOOPS e Note the O auto close grid would be used if more pages of story specific vocabulary are required PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 Preschool Book pages 0 book grid Used for story specific displays designed to support interaction during shared reading in the preschool version O book grid is used as the first page with general vocabulary to interact during shared reading The only change needed on this page is to edit TURN THE PAGE to Jump to the new second page for the specific book vocabulary Automatically closing page 0 auto close grid is used for the second and subsequent pages in the preschool version Anecdote grid 0 story grid e Grid used for storing prepared anecdotes and news e See information in section descriptions for 54 My stories Topic pages 0 topic grid 1 amp O topic grid 2 e Used to add vocabulary for school topics in the school version of PODD 15 e O topic grid is used as the first page in a topic specific section In addition to the four operational buttons located on the right side of all first pages in a section there is a link to the SCHOOL section Space to add 10 vocabulary items link buttons plus TURN THE PAGE i
174. t a clue for the partner to guess another word Having correctly guessed a missing word partners are encouraged to add the word to the appropriate section of the device e The symbols in this page set primarily represent single words This allows for multiple meanings to be interpreted from the one symbol For example the single word HELP can be interpreted to mean Can I help you I m helping I need some help etc depending on the current context There are a few symbols representing whole phrases sentences to increase efficiency and preserve conversation flow when expressing highly predictable time dependent or social messages e g I DON T KNOW I LOVE YOU EXCUSE ME I M SORRY The chat section includes more whole phrases for speed of spoken communication IN ADDTION to the single words being included in other sections to generate different messages e In an electronic PODD page set the LIST function is replaced by an additional TURN THE PAGE to a page of blank cells on the last page of all sections categories As adding extra pages does not add size and weight to an electronic PODD additional words can be added as required to an additional blank page For this to function effectively it is necessary to teach as many communication partners as possible how to add new vocabulary to the The GRID2 Make sure that extra blank pages are always available in each section of a PODD Consider possible sub category groupings if y
175. t may require I CAN T HEAR YOU in the something s wrong section and HEARING IMPAIRMENT HEARING AID in the health section In the school page set PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 60 o I DONT LIKE IT links to 04 opinions section note it links to the first page of opinions as there are words on 04a opinions which may be required to complain o I DON T WANT TO DO IT links to the first page in the don t like sub category which includes words to explain why the child doesn t want to do something e In the Preschool page set o I DONT LIKE IT links directly to the I DON T LIKE THIS section o I DON T WANT TO DO IT links to second page in the dont like section which includes words to explain why the child doesn t want to do something e In both page sets o HUNGRY and THIRSTY have predictive links to a mealtimes activity page o I WANT SOMEONE links directly to the page of people for the child to identify who they want o Children cannot always specifically identify what is causing them to feel upset I DON T KNOW WHAT S WRONG is useful to enable the child to express that they are just upset but cannot tell you why It provides the child with the option to not answer people s requests to know why they are upset and prevent continual guesses to discover the problem e The vocabulary in these template pages reflects common complaints of young children You will need to customise this se
176. t number from the page set in the Grid explorer highlight the child s user and select explore user highlight the page s to be deleted then select Delete grids or you could leave the unlinked activity display in the page set in case you want to re link it to use at a later time To add an activity display In edit mode open the grid 0 activity grid Save that grid as the new page name in edit mode select file save as Page numbers need to be assigned to all new activity display pages You may use numbers from the pages you have deleted the numbers 46 49 or a number larger than 56 When adding an activity display to a PODD you will also need to add the name of the activity and JUMP TO PAGE command to link to that page PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 81 51 Alphabet Alphabet displays are primarily included in this PODD page set for exploration early writing and spelling activities Children at this stage of language development do not generally have sufficient spelling skills to use spelling for interactive communication There are a number of options included for alphabet displays depending on the number of items letters the child can manage on a single display Group item layout 6 to a page This is the default alphabet page linked from multiple sections The first page in this group is named 51a alphabet 6 LC This section uses a group item approach to present the alphabet 6 large
177. t page of the time section This is an efficient option for using time vocabulary in conversation However during some educational tasks where multiple days or months are used one after the other e g reciting the days of the week it does require multiple selections to navigate back to the page You may choose to change these pages to stay open to select multiple items until the OOOPS cell is selected To do this enter edit mode select edit grid settings then self closing grid no tick in the check box here keeps the pages open It is recommended that you return these pages to self closing grids for general communication purposes 23 feelings Feelings words are included in this section primarily to relate information tell stories and answer questions Feeling words are also included in the opinions something s wrong and health categories to more efficiently express other communicative intents The ordering of items in this section is prioritised for speed of access according to the likely usage patterns Commonly used vocabulary which can be more directly accessed via the opinions or something s wrong pragmatic branch starters on the main page are located on later pages The relative location of words in this section places words with similar meaning in the one column This may support some children to consider which word they want to select to express their emotion 24 descriptions This section includes a large range of conceptual
178. tably follow these words e g DECORATE CAKE e The second page includes other commonly occurring events and special days Links to topic specific pages to talk about Christmas and Easter are also on this page e The Christmas and Easter pages use activity grid layouts to support ongoing interaction about and during these special events with minimal page changes As EASTER and CHRISTMAS function as a link cell they are not programmed to insert into the message window just jump to the page This requires a second selection to use these words in sentences but eliminates the need to delete the word when the item was only being used to access other vocabulary and these words are not required in the sentence e g do not want the word CHRISTMAS at the beginning of the message FATHER CHRISTMAS COME or EASTER the beginning of the message I BUY EASTER EGGS e This section often includes a large fringe vocabulary for low frequency special events e g an excursion the name of a specific concert or event There are two other blank pages to add additional special events as required The final page requiring three page turns functions like a list to add new extended fringe vocabulary If adding lots of vocabulary consider possible sub category groupings to reduce the number of page turns to access more frequently used words To make space for a sub category link on the first page you could move PRIZE to the second page 14 health PODD 15 2012 Gayle Po
179. ten required in high tech systems to accommodate for the lack of the smart partner e Some items in PODD communication books have multiple words with similar meanings on the one button and the smart partner uses context to determine the specific word required in the message e g if the items you do it you your turn look are indicated the smart partner will say you look It is not possible to have multiple words as an option on the one button with high tech speech generating devices where all the options would be spoken or placed in the message window e g all the items you do it you your turn look are spoken or placed in the message window There are two options to manage this 1 Use an associated vocabulary automatically closing page to present all the options on separate buttons This is the preferred option for most communication partners as it enables them to use more complete sentences when they are using the device to model This is the option used in the PODD 15 versions and in the people section of the PODD 15 2 If a child at earlier stages of communication and language development is unable to manage the additional page change or discriminate between the similar options to select the specific vocabulary item then a single word is used for all meanings with reliance on the partner to interpret and expand re cast the meaning based on the context This is similar to how a young child at the single word level
180. tion PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 77 e 31 Play dough Vocabulary to interact when using play dough or clay O Note The play dough display linked from the kindergarten section has a different first page 31a kinder playdough but shares all the other play dough activity specific pages Includes links to colour page and descriptions section The second page includes equipment to use with play dough and ideas of what the child may try to make Try to collect other ideas by listening to what peers are making with their play dough to add extra ideas to this page e 32 Draw Vocabulary to interact when drawing O Note The draw display linked from the kindergarten section has a different first page 32a kinder draw but shares all the other draw activity specific pages Includes links to colour and shapes pages The word DRAW is repeated on the first page in addition to being on the draw actions page This is to support the use of this word to request this activity via the I WANT pragmatic branch see information in 08 activities section for explanation of the navigation pathway to request The second page includes a range of common drawing tools and materials with spaces to add other tools and materials the child uses The phrase I WANT TO SHOW links directly to the people section so the child can name the person they want to show e 33 Paint Vocabulary to interact when paint
181. tner to interpret and expand re cast the meaning based on the context Generally the word selected is the one most common simplification in early speech development A disadvantage of this option is that partners will not have access to select the appropriate word form when they are using the device to provide receptive input Therefore the messages spoken by partners using the device will also be in the simplified form This is the option used in the PODD 15 versions e Parts of speech represented in the page set for this PODD communication book include Wh question words subject and object nouns pronouns verbs negative interjections adjectives adverbs and prepositions e Predictably associated vocabulary supports the use of 2 4 key word sentences More complex sentences would require turning to multiple pages o Note that vocabulary for some words typically used in spoken language at this stage of development are not included in the PODD 15 o Unaided modes may be used to more efficiently express some messages multi modal communication system e g use of head movements for single words YES and NO o Auxiliary verbs articles and grammatical morphemes are not included on the templates for this PODD communication book Whilst these syntactical forms are typically emerging in verb and noun phrase elaboration at this stage in spoken language development their use in aided language forms tends to be acquired at a later stage even when they
182. ts more predictably associated vocabulary to interact during grooming with minimal page changes This also allows for the actions link to go to a different page with predictably associated related to grooming grooming actions Associated vocabulary automatically closing pages are included for hair make up and jewellery This page has a JUMP BACK command as the page is accessed from both the clothes section and dress ups activity pages Note that even though boys may not wear dresses and skirts these words are included to comment on talk about what other people are wearing 16 things PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 67 Vocabulary included in the THINGS section includes any thing that does not fit into another category including personal equipment that is not worn Vocabulary for things may be included in a number of sections For example o Things that are generally found at home school early childhood setting would be included in those other sections o Things related to specific activities e g sports games would be located in the activities section or on an activity specific page o Personal equipment that is worn e g AFOs splints is included in the clothes section Predictably associated vocabulary is accessible via pronouns things actions things descriptions and little words links to automatically closing pages e This example page set has a sub category to personal specialis
183. uction Type text into the active workspace You do not need to change the symbols associated with each part of the message unless the child has significant difficulties understanding the speech output 55 Topic pages e Topic pages are only included in the school page set e These pages are used to add vocabulary for a current class topics or themes School age children frequently require topic specific vocabulary to efficiently participate in class discussions assessment and writing tasks on a current topic or theme e g Ancient Egypt dinosaurs space travel human digestion While the core vocabulary and some of the fringe vocabulary related to these topics may be on other pages in their PODD page set they may need to go to multiple pages in the PODD to access the words from different sections and new unusual extended vocabulary is likely to be stored on later pages within a section e While it is useful to have the topic vocabulary easily accessible on a topic page when the topic is current locating vocabulary on old topic displays is not very efficient for general use At the end of each topic make sure to store new words within the main section pages If you involve the child in this process it will assist their learning the location of these new words e The topic pages index is linked from schoo section The index in this page set is prepared with links to pages ready to be filled in for 15 topics o The first page in a topic se
184. uded in the places section places found in the house or garden are included in 17 house amp garden transport places are included in 19 transport school places are included in 25 school health places are included in 14 health some special event places e g FAIR are included in 13 special events places of worship are included in the 26 religion section place names related to animals e g VET KENNEL would be included in 21 animals 0 0 0 0 9 0 0 PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 26 13 special events Special event vocabulary is particularly sensitive to regional and family cultural and religious events The vocabulary in these example pages reflects common Australian holidays and special events Check this section and make appropriate vocabulary changes to suit the child and family s requirements The first page includes predictably associated vocabulary for the whole section and vocabulary related to the more frequently occurring special event of birthdays and parties The second page includes other commonly occurring events and special days and a link to party things Links to topic specific pages to talk about Christmas and Easter are also on this page o Note that on the party things LIGHT BLOW OUT and DECORATE do not automatically close on this page as there are other words on the page that predictably follow these words e g DECORATE CAKE The Christmas and Easte
185. ve communication of 2 3 yr PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 7 old children These functions include request object action assistance cessation stop finish and recurrence more again ask questions give opinions comment complain reject protest express feelings label describe respond acknowledge answer inform draw attention to something suggest and narrate pretend play and instruct Vocabulary is also included to express communication functions typically acquired at 3 4 yrs of age e g to relate information about past and future events joke and narrate stories to enable partners to model and expand a child s communication The organisation of the pragmatic branches for these functions also supports older children to express these functions using less complex syntax e Vocabulary is included in the page set to express a range of semantic meanings typically seen in the expressive communication of children 18mths 3 yrs of age Vocabulary is organised into sections based on communication function part of speech and or semantic grouping A limited range of meanings is available to express each type of semantic meaning with a focus on vocabulary that relates to common daily life experiences and activities o NOTE that for items that have multiple meanings on the one cell of a PODD communication book in most instances a single word is used for all meanings with reliance on the par
186. vity section e In addition to customising the vocabulary on this page pages to actions 0 actions auto close grid and the second page 0 auto close grid need to be made and then linked Jump to from ACTIONS and TURN THE PAGE 00000 0 School Book pages 0 book grid e Used for story specific displays designed to support interaction during shared guided reading in the school version e Similar layout to the activity specific page with a link to SCHOOL CHAT which includes links to OPINIONS and GREETINGS AND MANNERS relacing CHAT and a link to the READING INSTRUCTION automatically closing page e In addition to customising the vocabulary on this page pages to actions 0 actions auto close grid and the sem Taare ance second page O auto close grid need to be made and then linked Jump to from ACTIONS and TURN THE PAGE Preschool Book pages 0 book grid e Used for story specific displays designed to support interaction during shared reading in the preschool version e O book grid is used as the first page with general vocabulary to interact during shared reading The only changes needed on this page is to add the name of the book and edit TURN THE PAGE to Jump to the new second page for the specific book vocabulary e Automatically closing page 0 auto close grid is used for the second and subsequent pages in the preschool version Anecdote grid 0 story grid O O e Grid used fo
187. who have a closer relationship or frequent contact with the child on the first page of a sub category Add names for acquaintances friends and family who have less frequent contact with the child on subsequent pages Add extra pages or sub categories as required o PCS symbols to represent people can be found by selecting change picture then the PCS tab then typing person in the symbol search box e General people words such as BOY GIRL BABY MAN WOMAN CHILDREN are on page 09b accessed via a TURN THE PAGE e On the first page of this section JUMP BACK replaces the link to CATEGORIES This is done as the people section is linked from other sections e g call people in addition to the categories index The JUMP BACK cell allows for more efficient moving between the pages being used at that time If the people section was accessed via the categories index then JUMP BACK will go back to the categories page e Customisation of the first page in this section will need to be repeated on pages 09a people close and third 09a people close to be used in the TELL pathway to relate information 10 actions verbs e The actions section links from both the DO SOMETHING pragmatic branch starter and the ACTIONS category to enable this vocabulary to be used to express a range of communicative intents e Includes common verbs and predictably associated vocabulary for people and IT o People links to a modified automatically closing version of th
188. with a play based curriculum In the example page set the preschool centre is referred to as kindergarten kinder but the cell labels can be changed to reflect the name used by the child and family for their early childhood centre e g day care cr che preschool o Note that a child who is participating in a play based curriculum at school may also find that the preschool page set has more appropriate vocabulary The first page in the section uses an activity page grid to provide more predictably associated vocabulary to interact at kindergarten with minimal page changes The first page of this section includes links to questions chat and kinder greetings and manners automatically closing pages Kinder greetings and manners is a different page from the greetings and manners page linked from the main page This page includes the more formal greetings frequently used in classrooms e g GOOD MORNING GOOD AFTERNOON CAN I PLAY WITH YOU There is also a link to CALL OUT TO KINDER PEOPLE on this page There is also a link to kinder people section from the call kinder people page The first page of this section also includes vocabulary to start sentences using words from all sections and links to the make something and outside activities sub categories Note the ME and YOU are accessed via the chat page link A range of common inside kindergarten activities and daily routines are included on the second page of this section Links to opinion wo
189. with less frequently used vocabulary are located on the second page Commonly used categories which are more directly accessed via a pragmatic branch starter on the main page are also located on the second page You may choose to swap the location of a category to reflect the vocabulary usage patterns of an individual child and the availability of more direct links to the section via a pragmatic branch starter e NOTE that the label KINDERGARTEN is used throughout the page set to refer to an early childhood educational environment This Label may need to be changed to suit the child s word e g preschool day care or the name of the centre PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 22 e IT S NOT IN MY DEVICE I LL GIVE YOU A HINT replaces the CATEGORIES cell on the first page in the categories index e As part of the main navigation system the vocabulary required in this section changes whenever additional sections of vocabulary categories are added ALL sections of the PODD need to be accessible via a category link in this section 08 questions e This section includes a full range of WH question words and predictably associated vocabulary to ask common key word questions Some questions commonly asked by children are included as whole phrases e This section links from both the main page as a pragmatic branch starter and the categories index to use question words in sentences to express other fun
190. y exists on an automatically closing page from another section e g farm animals you may choose to create a link to this page rather than repeating every word on the story specific page This also assists children to learn the symbol link they would use in their main page set to access this vocabulary o You can copy the link cell from one page to the other In edit mode select the cell you want to copy and then use control C to copy that button Move to the topic page select the cell and use control V to paste the cell there School book displays Linked from the second page in the book page linked from the activities section and the reading subject page linked form the schoo section These book displays are not intended to be used by children to read the book out loud word by word Looking away from the text to locate each word on a display interferes with print processing and reading comprehension The child may use the display to read a word or occasionally a sentence in a group activity but the primary use of story specific displays is to support more efficient interaction and discussion around PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 85 the text The book displays may also be used by partners to read text out loud with pictograph support to provide meaning for children who have difficulty understanding spoken language e There are at least three pages required for each book o The fi
191. y section Ra o LITTLE WORDS e Space to add 8 vocabulary items link buttons plus TURN THE PAGE in the bottom right corner e In addition to customising the vocabulary on this page the pages to actions 0 actions auto close grid and the second page 0 auto close grid will need to be made and then linked Jump to from ACTIONS and TURN THE PAGE PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 47 Actions automatically closing page 0 actions auto close grid Used for actions automatically closing pages The actions link on pages links to different actions automatically closing pages with verb vocabulary selected to suit the section predictably assocoated vocabulary The actions auto close grid includes frequently used action words and links in their usual position to support automaticity to access the same items on different pages o the links to autonmatically closing pages LITTLE ACTIONS NOT SEE see actions section description for details o commonly used verbs WANT HAVE GET and GO There are 8 blank spaces to add section specific predictably associated verbs NOTE that the verbs already on the page may be deleted if they are not predictably associated in that section Automatically closing page 0 auto close grid Activity specific pages 0 activity grid e O activity grid is used as the first page in an activity ae 0 0 0 G ooo PODD 15 2012 Gay
192. ymbol pairs o To add jokes In edit mode select the cell and type the text to Speak now o The page includes JUMP BACK to return to the page the child was using to communicate before they told the jokes As the chat section can be directly accessed from a range of activity and subject specific pages the child may tell a joke during a range of activities they are going to continue after telling the joke e g decide to tell a joke during music and need to return to the music display e If the child requires messages to support behaviour regulation they would be included in the chat section for fast access during multiple activities These messages would typically be included on the first page of chat for fastest access Consider which of the messages on the first page can be moved to make space for these messages Remember do not move I DON T KNOW and make the same changes to the 25 school chat pages 02 greet amp manners e In addition to general greetings and manners includes vocabulary to call out and meet people PODD 15 2012 Gayle Porter and Sensory Software International Ltd PODD 15 16 e This section links from the main page and other pages designed to support interaction during specific activities e Note that different greet and manners pages 25 kinder manners amp greet or 25 school manners amp greet are linked directly from the school kinder section e This section includes CALL PEOPLE pages o The CALL PEOPLE pag

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