Posting about PODD in summer

Summer vacation came and chances to post flew out my window. We are working with PODD all the time. I am still trying to make Grace's personalized book. I have found that I am not doing all the pages in high contrast symbols as that is not needed at this time. The main pages that she uses all the time are being switched. The book is heavy to carry around all day,every day. But, we're getting used to that and it's s worth it, for Grace's sake. The personalized book will be a little more compact and I think a little less heavy as it won't have a ton of page protectors. We'll see.

Enjoying the Rain

Personalizing PODD

Personalizing PODD is awesome. Yeah, it’s a lot of work but oh, so worth it! Originally I printed out the generic 12 per page PODD book. I put it all together by putting the generic pages in page protectors, taping on the page numbers and threading all the pages onto 3 split key rings. I’ve added a binder back to use as an easel. I started right off using the generic book. After my first two weeks of using the first 2 pages (Quick Words, only), I ventured onto page 2a via [more to say]. I worked with this generic version for a few days and quickly figured out that I needed to make this page more personal to Grace.

Page 2a- generic version

Moved columns around

First I moved the columns around. Then quite quickly I decided to go ahead and start adding the high contrast symbols that I think Grace could see/use better. I also moved some of the icons around as you can see below. It’s incredible how easy I flow through the book when it’s personalized for Grace.

Page 2a personalized for Grace

The activities page, our page 11a, is the best example of personalization so far. I changed the generic page to Grace’s preferred & regular activities. You can see the difference here:

Page 11a- generic version

Page 11a- personalized for Grace

Personalizing this page has made communicating with PODD flow so quickly for Grace's regular activities. For example: As the weather has become nicer we go outside all of the time. I can zip through Grace’s communication book so quickly to communicate that we are going to do water play outside.

“Grace, I have something to say”

Starting on page 1- [more to say]

turn to page 2a- [I want...do an activity]  

go to section 11a [outside activities]

go to page 11e [water play]

Repeat in English Word Order: “ Grace, we are going outside to play with water.”

And I get big smiles and usually a happy “yes or please” signed by Grace.

Note that this page does continue with a touch of [turn the page] to offer additional regular activities on 11b. I see from the picture above that I have already personalized the page again. Since that picture I moved the [watch TV] to 11b because that is not a regular activity for Grace. I put [squeezes & pushes] in its place. And as I review the page while writing tonight, I think I need to put in an icon for [activities at school] so we can get quickly to regular activities done at school. This icon will have a number in the top right corner to get it to the school section- section 25, I think.

Personalizing Grace’s communication book is like magic. Once I modify a page to suit Grace’s needs, it’s amazing how communication flows while using the book. And I can tell Grace knows there is magic in her communication book. She gets time to process what I am saying as using the communication book slows down my speech. She sees my hand movement around the book and knows that she gets something from my using this book to talk to her. I feel Grace really listens when I use the communication book to talk with her. And, she’s still reaching for her communication book from time to time, like she has something to say. It’s happening, I believe.

Side note: As I proofread this post, I realized how cool it is to say, "...with the nice weather we are always going outside.". Just a few years ago, when we moved into the house we live in, now, I remember having such a hard time getting Grace to be happy outside. We didn't spend much time outside. Now, we have a hard time getting her to stay inside. This make me happy.

Maybe- just maybe, I believe

We were on the porch the other day. I was busy cleaning the turtles' tank and Martin was playing water with Grace. Grace started fussing a bit with him and then started hitting her Communication Book. I stepped in to help with the navigation of the communication book. While touching keywords on her communication book,  I said to Grace, "Grace, I have something to say. It [looks] like you want to change [more to say] your [activity]. "I see you want to do a different activity. [outside activity] [not] [water play]... You don't want water play anymore..." Then Grace reached out and hit the book. Her index finger was closest to [ball]. And I swear Grace looked over to the side where a white ball was laying on the ground next to her wheelchair. "You want to play ball with Martin.” Grace then patted her chest, which means "yes or please." I picked up the ball and gave it to her and Martin joined her play. She was happy. And I was thrilled. I believe Grace knows her communication book is meaningful and gets her what she wants, when she wants it, where she wants it.
BTW: The words in brackets are the keywords I touched as I navigated Grace's Communication Book. I found, this is an easy way to indicate words in her Communication Book when writing

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.