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Monday and Tuesday, October 17-18

8:00 am - 4:30 pm

Linda Burkhart

Children who have complex communication needs (little or no speech), often benefit from augmentative and alternative communication to support interaction. This may include children who have physical disabilities, multiple disabilities, sensory processing challenges, autism, and a range of other developmental challenges. This two-day course will demonstrate the use of a Pragmatic Organization Dynamic Display (PODD) approach developed by Gayle Porter (Melbourne, Australia). PODD is a language organization system used in communication books and AAC devices. The PODD system focuses on providing language to support genuine communication for a variety of functions throughout the day. Generic templates are available for a range of language levels and access methods. Come learn strategies for selecting and customizing PODD generic templates and creating multi-modal language learning environments. Learn strategies for teaching and using PODD with children and their communication partners. Videos and case examples will be shared. Participants will have an opportunity for hands-on practice with PODD Communication books. There will be an additional $17 fee for the course manual.

Fee:

$567

Registration Notes:

In addition to the two-day workshop fee, this workshop carries an additional $17 materials fee for the course manual.

IACET CEUs: 0.6

ACVREP CEUs: 6

Learning Outcomes:

As a result of this workshop participants will be able to:
• Describe the challenges faced by professionals creating communication systems in terms of vocabulary organization, layout, design, range of access strategies and customizing for individual requirements.
• Identify the key desirable outcomes for AAC intervention that guided development of and strategies selected to implement the PODD system
• Discuss the importance of receptive language input and creating a language learning environment
• Discuss the features of a PODD communication system in terms of vocabulary organization, layout, design, range of access strategies and customizing for individual requirements.
• Use PODD generic template resources to produce customized communication books.
• Identify and use strategies to build fluency using the PODD language organization to communicate
• Discuss the teaching and learning strategies for implementing PODD communication systems with students and team members

Presenter(s)