Into The School

Yesterday, I took PODD into Grace’s school. I did training with Grace’s Special Ed teacher and speech therapist. I taught the “How” to use PODD language with Grace’s Communication Book in the school setting. Wahoo! Instead of just having her Communication Book at home, it now will be with her at school, also. Now, Grace will have her Communication Book with her, 24 hours a day, 7 days a week. What a giant step in this journey. The way I presented PODD to the school was I focused on the Smart Partners. In a way, I almost took Grace out of the picture at this point. I did this because I really wanted the people who are going to help Grace navigate through the Communication Book to understand that learning PODD is not just about the icons. Traditionally, introducing icons was really about the icons symbolizing something. In Grace’s past, the icons often represented 1 single object. However, becoming a Smart Partner involves so much more than seeing & knowing a symbol. (Another post will have to be written about this concept.) A smart partner will read the environment, Grace’s temperament, body language, and gestures along with using the Communication Book. The beauty of PODD is the Smart Partner’s role and abilities. In addition, I want the Smart Partner to understand that right now they are the ones learning how to use the book. They are going to carry the book and use the book to communicate to Grace, to say what they, themselves, are wanting to say to Grace- not what they think Grace might want to say. We do not have a clue what Grace might want to say, we do not know what anyone else wants to say. I created a general time frame of “Phases.” The first phase will be all about Establishing Habits. The Smart Partner will learn to have the book with Grace and preferably within her reach at all times. The Smart Partner will use only the first 2 pages of Grace’s Communication Book, which have the “Quick Words.” And the Smart Partner will learn to use [ooops!] when they make mistakes. We all do and we all will make a ton of mistakes when we are learning to use PODD. As we are learning to use the book in these early phases, we are already modeling the use of Grace’s Communication Book to her. The key to Grace learning to use PODD, herself is the repetition, modeling, immersion, and seeing others communicate in a way that Grace will learn to communicate. The best example, Linda Burkhart gave at the workshop was that in the first year of a newborn baby’s life, we talk to the child for a whole year before expecting the child to speak back to us. That is why it is so great that Grace’s school is willing to take this on. Grace will now be immersed in the PODD language all day long, everyday. I am thankful to her school team who is eager and excited of the potential of helping Grace learn this language, just as I am.

Yes or No for PODD use

It would be really helpful if Grace had an understandable Yes and No for her use with PODD. She is good at using her "please" sign as YES. She pats her chest for YES pretty regularly. We are on the edge of getting a regular "no" by Grace touching the side of her nose.She can say "no" in context of reading a certain book and with a repetitive game of saying "no" but we are trying to generalize it so that Grace can learn to say, "no" especially in response to a given item or suggestion. This video shows a practice of getting Grace to say, "yes" for the bubbles, not just reach for them and PODD use.

PODD use is messy

It's only the first couple of weeks and anything new is bound to be unorganized, strange and messy. But, I feel quite discombobulated using the PODD with Grace. I look at the Quick Words on the first two pages of the PODD and try to come up with things I can say with Grace. But then when I am with Grace and using the communication book, I just have to touch icons and spur of the moment add to them and vice versus. It's good to follow the rules and only access the first two pages in the beginning, but I have manipulated some of the words quite a bit to fit our conversation.There's a [go away] that I have adapted to use as "shall we go," many many times. Technically [let's go] is a pragmatic branch starter and found a bit later in the book. Sometimes I start to touch an icon to 'keyword' my phrase that I am saying, only to find no appropriate word available, so then my hand does this little sweep up away from the page. Like anything, I know it will get easier with practice. Also, not all these quick words are appropriate for Grace. This is the generic book we are currently using. I'm keeping notes about what words might be better or more relevant for Grace's quick word pages in her personal communication book.

Week 1 with PODD

This was spring break. A good week to begin to incorporate the PODD communication book into our daily lives. We were generally home all the time. If not, PODD went with us. I took PODD on our walks and to therapy and everywhere. Following the suggestions for a first-timer, I stuck to the first 2 pages most of the time. The words on the first 2 pages are called "Quick Words." The words from Page 1a and Page 1b that I used the most were: [stop][help][finished][more][I love you][just joking] and especially [look] and [I don't know]. The last 2 words were used often. There were many things I could point at [look] then point at to communicate to Grace to look at: her siblings, the rabbit, the tree, the water, the pretty flowers, etc. And [I don't know] came in handy so often because at this point I still just don't know what Grace is saying so often.[Uh oh] came in handy lots of times when we were playing and I think Grace hit at it several times, too. I don't know if she intentionally hit at that icon or she was just trying to touch the book but I went with it and used it often. At the Easter Egg hunt she attended,
an egg fell down her jacket and she hit the PODD book on page 1a on the icon [uh oh]. Coincidence? I don't care. I called it communication and boy did we have a laugh about that egg in her jacket, uh-oh!