PODD (Pragmatic Organisation Dynamic Display)
Stimulating Language Development for Aided Language Users

Activity DisplaysAided Language users require materials in addition to speech in order to meet all their communication needs eg. pictures, written text, sign

Language development requires immersion in an environment that uses that language

Receptive language input occurs for sustained periods before a child uses language themselves

Children developing Augmentative and Alternative Communication (AAC) require creation of an aided language learning environment with interactive use of their AAC system by others in their daily environments


What is PODD?

Pragmatic – the use of language for a range of social purposes

Organisation – vocabulary organised according to communication functions; category, topic, anecdotal organisation; predictive vocabulary; routine placement of vocabulary across different books

Dynamic Display – the vocabulary display changes based on which page you turn to

PODD is a set of light technology aided language displays and multi-level communication books that have many features and conventions to address the needs of a child learning aided language.

It was developed by Gayle Porter at the Cerebral Palsy Education Centre (CPEC), Melbourne over the last 2 decades.

Activity displays – single page aided language display with vocabulary that enables multiple messages to be generated about a specific activity. Can be used receptively and expressively.

General interaction (Quick chat) displays –
displays to enable communication across a range of activities and between activities. Enables people to say a LITTLE ALL OF THE TIME. Good for conveying the importance of communication occurring constantly not just during timetabled activities.

Multi-level communication books –
maximises the vocab available to the user in a systematic format. There have been several approaches to this concept, but PODD is the first resource to include pragmatic organisation of vocabulary.

PODD as a culture

There are conventions for aided language development using PODD i.e.

- building aided language learning environments

- social use of aided language

- constant modelling

- routine availability of symbols

- responding to every communication act/initiation by providing access to vocabulary

- understanding that everyone is a communicator and has the potential to develop their language skills further
Activity Display for playing skittles 
Using the PODD book………. “go with the zen of the book”

Don’t become overwhelmed by the size and organisation of the book, stress about where to find a specific vocabulary item, or worry that the child will not be capable of navigating through all the levels. The child doesn’t have to navigate the levels. The partner can make the level changes for them.

Always begin on the front page with a pragmatic branch starter
Follow the numbers to get to the end message

Follow the operational commands

DO NOT TURN PAGES ONE AT A TIME LOOKING FOR VOCABULARY. If the child sees others do this that is what they will do.

Go back to page 1 at the end of each message.

Re-auditorise or ‘re-cap’ the message when your partner is selecting symbols or when you are moving between multiple levels in order to keep the message ‘current’.