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Free to Register

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Wecome to the Communication Matrix

Understanding what individuals are capable of today is the first step toward helping them reach their potential.

Assessment

The Communication Matrix is a free assessment tool created to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing.

"I am very excited about using this Matrix as part of our assessment and treatment plan for students with ASD." - Special Education Teacher

Community

Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.

"I love a focus on complex communication needs. Frequently I look at sites or information that does not apply to my students. It is great to have a site that focuses on the students I work with." - Parent

Purchase Paper and PDF copies of the Communication Matrix Assessment here.

See who is using the Communication Matrix around the world

© 2023 Charity Rowland, Ph.D.

Site by State33 and Smith & Connors

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The Communication Matrix is a free assessment tool created to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing.

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1. Does the student REQUIRE AT to access the curriculum?
-Ex: AT has been used to obtain PLAAFP and can address new goals, different AT is needed to address goals, or AT has not been used previously but is needed to address goals

2. Does the student need AT to access the technology used by other students?
3. Could AT help the student work more independently?
4. If already utilizing AT, is the AT adequate to address the goals and objectives?

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Guides the design of inclusive classroom instruction and materials.
-Gives learners various ways of ACQUIRING  info, DEMONSTRATING what they know, and ENGAGES students.

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Universal design for learning (UDL) is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.

UDL at a Glance

See how the UDL framework guides the design of instructional goals, assessments, methods, and materials that can be customized and adjusted to meet individual needs.

Universal Design for Learning: Theory and Practice

Anne Meyer and David Rose, who first laid out the principles of UDL in the 1990s, provide an ambitious, engaging discussion of new research and best practices. This book gives the UDL field an essential and authoritative learning resource for the coming years.

Read the book

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Universal design for learning (UDL) is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. UDL at a Glance See how the UDL framework guides the design of instructional goals, assessments, methods, and materials that can be customized and adjusted to meet individual needs.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Coming soon! UDL Guidelines 3.0

The UDL Guidelines are a living, dynamic tool that is continuously developed based on new research and feedback from practitioners. In 2020, CAST launched our most recent effort to update the UDL Guidelines, with a specific focus on equity. There has been a strong call from the field-both practitioners and researchers alike-to more fully develop the Guidelines to address critical barriers rooted in biases and systems of oppression. The current update aims to respond to this call and to work toward fulfilling the promise of the Guidelines as a tool to guide the design of learning environments that more fully honor and value every learner.

Since our launch in 2020, we have been committed to a community-driven, inclusive, and transparent updating process. As part of this effort, we are:

Collaborating with an Advisory Board, a UDL Guidelines Collaborative, and a Young Adult Advisory Board to guide our work

Conducting focus groups with a diversity of participants to learn from their perspectives, lived experiences, and feedback

Reviewing the research on the UDL Guidelines research pages to understand the balance of different research fields, methodological approaches, epistemological approaches, and author positionalities

Conducting literature reviews of equity-oriented research that connect to and extend the Guidelines, such as disability studies and critical pedagogy studies

We are excited to share this next iteration of the UDL Guidelines in 2024. If you are interested in receiving our UDL Guidelines 3.0 newsletter to stay updated on our progress and to share your ideas and perspectives, please complete this brief form.

Review the Summary

Explore the Full Draft

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST.

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Team input to gather and analyze data.

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Goal Writing

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CSI-CY (Communication Supports Inventory - Children and Youth)

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About the materials

The training materials cover the following areas of special educational needs (SEN) and special educational needs and disabilities (SEND):

Severe learning difficulties (SLD)

Profound and multiple learning difficulties (PMLD)

Complex learning difficulties and disabilities (CLDD)

They are presented in 16 modules within four subject groups and look into topics such as communication and interaction, the context of specialist teaching, insights from neuroscience, working with families, and the legislation around SEND.

Please ensure that you read all of the four guidance areas in this section before you start using the materials.

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Training materials for teachers of learners with severe, profound and complex learning difficulties

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The training materials cover the following areas of special educational needs (SEN) and special educational needs and disabilities (SEND): Severe learning difficulties (SLD) Profound and multiple learning difficulties (PMLD) Complex learning difficulties and disabilities (CLDD) They are presented in 16 modules within four subject groups and look into topics such as communication and interaction, the context of specialist teaching, insights from neuroscience, working with families, and the legislation around SEND.

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Screens and monitors reading and language skills for students in grades K-12. Developed in partnership with the experts at the Florida Center for Reading Research.

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Pragmatics Profile of Everyday Communication Skills in Children

3/16/2016 11:33 AM

The Pragmatics Profile of Everyday Communication Skills in Children was developed by Hazel Dewart and Susie Summers in 1995. Like the Communication Matrix, it takes a pragmatic approach to communication development, focusing on how the child communicates in everyday life. It includes two structured interviews (one for 0-4 year olds and one for 5-10 year olds) to be administered to parents and/or teachers. The interviews include 4 sections: Communicative Functions; Response to Communication; Interaction and Conversation; and Contextual Variation. This assessment may be downloaded from the following link:
http://complexneeds.org.uk/modules/Module-2.4-Asse...

This post is part of the collection

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Pragmatics Profile of Everyday Communication Skills in Children

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3/16/2016 11:33 AM The Pragmatics Profile of Everyday Communication Skills in Children was developed by Hazel Dewart and Susie Summers in 1995. Like the Communication Matrix, it takes a pragmatic approach to communication development, focusing on how the child communicates in everyday life.

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Wisconsin AT Initiative

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Assistive Technology Consideration to Assessment

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© 2018 WATI The Wisconsin Assistive Technology Initiative was funded by the Wisconsin DPI from 1994 to 2009. This website and the materials contained on it are now supported by a group of volunteers in order to carry on the valuable work that was established by WATI.

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Pragmatic Profile

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Check out what's new on AAC Language Lab

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Chapter 3 Communication

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Innovative Practices + Assistive Tools = Successful Students

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Password for downloads: chocolate

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Order the emc3 manual

"Empowerment and participation come with the ability to to experience the world and communicate."

Only when communication is recognized and consistently reinforced will those with severe physical, sensory-motor, communicative and developmental differences find the effort to communicate worthwhile.

Every Move Counts represents the completion of a 33-month Innovative Research Grant awarded by the National Institutes of Health and funded through the National Institutes for the Neurologically and Communicatively Disordered.

Ninety-one children and 41 speech/language pathologists, teachers and occupational therapists from seven different sites participated in the implementation and validation of the Every Move Counts approach.

Korsten, Jane E., Foss, Terry V., and Berry, Lisa M.
Every Move Counts Clicks and Chats: Sensory-based Strategies for Communication and Assistive Technology. Kansas City: EMC, Inc., 2007.

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Order the emc3 manual Only when communication is recognized and consistently reinforced will those with severe physical, sensory-motor, communicative and developmental differences find the effort to communicate worthwhile. Every Move Counts represents the completion of a 33-month Innovative Research Grant awarded by the National Institutes of Health and funded through the National Institutes for the Neurologically and Communicatively Disordered.

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(AACP) Augmentative and Alternative Communication Profile

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The AACP Augmentative and Alternative Communication Profile assesses communication skills for anyone ages 2 years and up.

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Social Networks: A Communication Inventory for Individuals with Complex Communication Needs and their Communication Partners. Written by Sarah Blackstone and Mary Hunt Berg. Revised version 2012, by Attainment Company

The Social Network Package is an assessment and intervention planning tool. The Manual and Inventory Booklet are designed to help professionals work with family members and individuals who have complex communication needs. Use this resource to help determine appropriate communication strategies and technologies for clients to use with their communication partners.

The Introductory Package Includes 1 Manual (in full color), 1 Inventory Booklet (black and white), Win/Mac CD with PDF and customizable Word document, and a DVD.

The Caseload Pakage Includes 1 Manual (in full color), 12 Inventory Booklets (black and white), Win/Mac CD with PDF and customizable word document, and a DVD.

This program is designed to help professionals work with family members and individuals with complex communication needs to determine the most appropriate technologies and communication strategies for communication with partners in various contexts.
Social Networks Video or DVD

The Social Networks DVD includes the video (see below), plus a presentation by Michael B. Williams, the multi-modalities manual and interview with Elisa Kingsbury, including tips for administering Social Networks, and a linguist's perspective on using Social Networks with people with aphasia, by David P. Wilkins.

The Social Networks Video features five individuals with complex communication needs and their social networks. The video depicts how Social Networks helps your team set goals, measure outcomes, make transition plans, and prepare IEPs and IPPs. The video will also help your team make sound assistive technology decisions. Additional presentations include clinician tips for administering Social Networks.

Example of Clinical use of Social Networks
Mr. R: A Person with Aphasia by Juli Trautman Pearson
Translations

To date, we are granted permission (without cost) for the Social Networks Manual and Inventory booklet to be translated into several languages, including Catalan, Chinese, Danish, French, German, Hebrew, Italian, Norwegian, Russian, Spanish and Swedish. Most are now available. For more information, contact Sarah Blackstone at sarahb@augcominc.com

Copyright © 2000-2022, Augmentative Communication, Inc.. All Rights Reserved.

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Social Networks: A Communication Inventory for Individuals with Complex Communication Needs and their Communication Partners. Written by Sarah Blackstone and Mary Hunt Berg. Revised version 2012, by Attainment Company The Social Network Package is an assessment and intervention planning tool.

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Test of Aided Communication Symbol Performance

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Test of Aided Communication Symbol Performance

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by Joan Bruno, Ph.D., CCC-SLP

View a brief video for more information.
The TASP can be purchased through Mayer-Johnson, LLC (SKU M3MJ205) Cost - $299.

The TASP is an augmentative communication (AAC) Assessment tool that can be used to quickly and easily assess AAC symbolic skills. It can be used with a wide variety of clinical populations including children with autism, apraxia, cerebral palsy and developmental delay. The TASP is a "paper" tool, making it ideal for individuals who who find it challenging to stay on task when technology is introduced. It is an essential component of an AAC evaluation. The TASP provides a starting point to guide the design of communication boards and assist in the selection of an appropriate SGD or augmentative communication App. By understanding how a child perceives and understands symbols, professionals can determine if the single meaning symbols used in Apps such as Gateway, Word Power, Crescendo, Speak for Yourself are better suited for a student than Apps or SGDs that use multi-meaning icons. The TASP can also be used to help establish appropriate AAC intervention goals that target symbolic and syntactic development.

Additional benefits of the TASP:

Serves as a tool to benchmark progress in aided communication performance

Uses Picture Communication Symbols (PCS) and complements other components of the AAC assessment process

Includes subtests, which can be administered over a period of sessions to test understanding of:

Symbol size and number

Grammatical encoding

Categorization

Syntactic performance

Establishes basals and ceilings for each subtest

Appropriate for children through adults who have the physical ability to point to symbols from a field of four (4)

Administration time ranging from 10 to 20 minutes depending upon individual's skills

Scoring procedures are objective and rapid

Test forms are reproducible

The TASP is an easy to use tool for assessing a range of symbolic skills needed to: (1) design a communication board, (2) select an AAC App, (3) select an AAC device and (4) establish appropriate AAC intervention goals.

The TASP can be used with children and adults. Adminstration time ranges from 10-20 minutes.

The TASP is a "paper" tool, making it ideal for individuals who who find it challenging to stay on task when technology is introduced.

View a brief video for more information. The TASP can be purchased through Mayer-Johnson, LLC (SKU M3MJ205) Cost - $299.

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Test of Aided-Communication Symbol Performance (TASP) - Gateway to Language Learning

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Test of Aided-Communication Symbol Performance© (TASP) by Joan Bruno, Ph.D., CCC-SLP View a brief video for more information. The TASP can be purchased through Mayer-Johnson, LLC (SKU M3MJ205) Cost - $299. The TASP is an augmentative communication (AAC) Assessment tool that can be used to quickly and easily assess AAC symbolic skills.

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‎Are you looking for a fast and efficient process to streamline AAC evaluations? AAC Evaluation Genie is an informal diagnostic tool that is intended to assist speech-language pathologists and others with identifying skill areas that relate specifically to the language representation methods commo…

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Janice Light, Ph.D., is a Distinguished Professor in the Department of Communication Sciences and Disorders at Penn State University.Her primary area of expertise is augmentative and alternative communication (AAC).AAC is a relatively new field of research and clinical practice that is directed toward improving the quality of life for individuals who have complex communication needs including those with developmental disabilities (e.g., autism, cerebral palsy, Down syndrome), those with acquired neurogenic disorders (e.g., traumatic brain injury, stroke), and those with degenerative neurological conditions (e.g., ALS, muscular dystrophy).

Dr. Light is actively involved in several federally-funded research grants designed to build the communicative competence and improve the quality of life for individuals who have complex communication needs through the use of augmentative and alternative communication (e.g., signs, communication books, computer-based assistive technologies).She is especially interested in strategies to enhance language and literacy development with children with autism, cerebral palsy, Down syndrome and other special needs. Dr. Light is a project director for the Augmentative and Alternative Communication Rehabilitation Engineering Research Center (The AAC-RERC), a virtual research consortium that is funded by the National Institute on Disability and Rehabilitation Research.

Dr. Light's research contributions are well-recognized nationally and internationally; she has published more than 65 papers in leading peer-reviewed journals and has presented more than 125 peer-reviewed papers at national and international conferences. She is the author, with Dr. David McNaughton, of an evidence-based literacy curriculum for students with complex communication needs, entitled Accessible Literacy Learning: Evidence-based reading instruction for individuals with autism, cerebral palsy, Down syndrome, and other disabilities. In 1996, Dr. Light was recognized as the Don Johnston Distinguished Lecturer by the International Society for Augmentative and Alternative Communication for her leadership in the AAC field.In 1999, she received the Dorothy Jones Barnes Outstanding Teaching Award; and in 2001, she was inducted into the Penn State Teaching Hall of Fame. She has also received several awards in recognition of her research and scholarship: in 2002, she received the Helen G. and Evan G. Patishall Outstanding Research Achievement Award; in 2006, she received the Pauline Schmitt Russell Distinguished Research Career Award; and in 2008, she received the Penn State University Faculty Scholar Medal in the Social and Behavioral Sciences in recognition of her research accomplishments.

Last Updated: August 31, 2012

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Janice Light, Ph.D., is a Distinguished Professor in the Department of Communication Sciences and Disorders at Penn State University.Her primary area of expertise is augmentative and alternative communication (AAC).AAC is a relatively new field of research and clinical practice that is directed toward improving the quality of life for individuals who have complex communication needs including those with developmental disabilities (e.g., autism, cerebral palsy, Down syndrome), those with acquired neurogenic disorders (e.g., traumatic brain injury, stroke), and those with degenerative neurological conditions (e.g., ALS, muscular dystrophy).

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The Center's mission is to promote literacy and communication for individuals of all ages with disabilities. It is the belief of the CLDS that disabilities are only one of many factors that influence an individuals ability to learn to read and write and to use print throughout their life and across their living environments. All individuals, regardless of their abilities or disabilities, have the right to an opportunity to learn to read and write in order to increase and enhance their educational opportunities, vocational success, communicative competence, self-empowerment capabilities, and independence.

Writing With Alternative Pencils

Writing is undeniably an essential component of literacy instruction for students without disabilities. Without question it is a part of their daily instruction. In order for students with significant disabilities to develop as readers and writers, daily writing is equally, if not, more important. However, this becomes a challenge when most students with significant disabilities are unable to hold a traditional pencil. To address this challenge, the CLDS has developed a variety of free "alternative pencils" for students with the most significant disabilities, including deaf-blindness.

Learn More About Alternative Pencils

Current Projects

Tar Heel Shared Reader

Tar Heel Shared Reader provides free access to quality professional development, materials, and technology that support the implementation of shared reading for school-aged students with significant cognitive disabilities (SCD) who do not read connected text with comprehension above a 2nd grade level.

Tar Heel Shared Reader Website

Building Bridges

Building Bridges will provide resources for teaching reading, writing, language and communication as integrated parts of comprehensive literacy instruction. The model will align with 3 rd-5 th grade ELA standards and address the needs of students with significant cognitive disabilities and complex communication needs.

Building Bridges Website

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Center for Literacy and Disability Studies

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The Center's mission is to promote literacy and communication for individuals of all ages with disabilities. It is the belief of the CLDS that disabilities are only one of many factors that influence an individuals ability to learn to read and write and to use print throughout their life and across their living environments.

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Multiple field-tested reading fluency passages equivalent in difficulty at each level.

A tool for frequent assessment required by RTI.

Reproducible forms to record and graph student performance over time.

Teachers use Reading Fluency Progress Monitor to...

Assess performance in reading frequently throughout the school year.

Make timely instructional decisions.

Determine whether instruction is effective.

Document the progress of individual students.

Communicate student progress with others.

Assess at grade level or instructional level.

Reading Fluency Progress Monitor (RFPM) is an efficient, valid, and reliable assessment to measure a student's progress in reading. Teachers monitor progress regularly throughout the year (monthly, biweekly, weekly) by assessing, recording, and analyzing the oral reading fluency of their students. This data helps them make timely instructional decisions, determine if instruction and/or interventions need adjustment, and document and communicate student progress.

Periodically, the teacher listens to a student read a leveled passage at his/her instructional level for one minute and determines the student's score. The teacher records and graphs the student's words-correct-per-minute (wcpm) score. After assessing a student three times and recording the scores, the teacher can calculate and graph the mean of the student's scores. Each subsequent words-correct-per-minute (wcpm) score can be used to calculate the mean of the three most recent scores. Teachers can use the graph of the student's scores to track student progress and make educational decisions.​

Reading Fluency Progress Monitor (RFPM) has eight levels (1-8) of assessment passages. Each level has 30 rigorously field-tested, valid and reliable reading fluency passages representative of general curriculum.

Reading Fluency Progress Monitor (RFPM) is sold by level. The teacher selects the appropriate level for each student.

Each level has an examiner's manual with complete instructions and reproducible assessment passages.

EXAMINER'S MANUAL

Assessment passages include:

30 reproducible passages for student use.

30 reproducible passages with line-by-line word counts for teacher use.

Graphs and record sheets for manual record-keeping.

Instructions include:

Detailed instructions for administering and scoring the assessment.

Directions for calculating, recording, and graphing mean scores.

Suggestions for analyzing and using results.

Normative data to help teachers make educational decisions based on the results.

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Reading Fluency Progress Monitor :: Read Naturally, Inc.

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Multiple field-tested reading fluency passages equivalent in difficulty at each level. A tool for frequent assessment required by RTI. Reproducible forms to record and graph student performance over time. Teachers use Reading Fluency Progress Monitor to... Assess performance in reading frequently throughout the school year. Make timely instructional decisions.

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The purpose of this framework is to help school teams assess a student's ability to visually access a communication system/display and to address the impact of environmental issues.

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Augmentative and Alternative Communication (AAC): Visual and Environmental Considerations

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The purpose of this framework is to help school teams assess a student's ability to visually access a communication system/display and to address the impact of environmental issues.

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Normal Language Acquisition & Children using AAC

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Normal Language Acquisition & Children using AAC

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Lauren Leslie

Table of Contents
QRI-6 Features of the eText vii The Word Lists 1 The Passages 2
Section1 Description of the Qualitative Reading

Level-Diagnostic Passages 2

Non-Think-Aloud Option 4

Inference-Diagnostic Passages 4
Factors Related to Comprehension 5
Section 2 A Research Perspective 5

Inferential Question Types 5

Text Structure 7

Prior Knowledge 9

Oral and Silent Reading Comprehension 10

Look-Backs 10

Retelling and Summarization 11
Factors Related to Word Identification 13
Think-Alouds 12

Knowledge of Letter-Sound Matching 13

Miscue Analysis 14

Oral Reading Fluency and Comprehension 15
Factors Related to the Use of an Informal Reading Inventory 17
Fluency: Beyond Speed and Automaticity 16

Passage Leveling 17

Response to Intervention (RtI) 18
Administration and Scoring of the QRI-6 How Are Reading Levels Determined? 22
The Common Core State Standards (CCSS) 20

The Independent Level 22

The Instructional Level 22

The Frustration Level 23
How Do I Go about Finding an Instructional Reading Level? 24 Determining Reader Strengths and Needs 25 Documenting Reader Growth 25 First Steps 26 Guidelines for Administration 27
Level Variety 23

Level-Diagnostic Passages 27
Purposes for Administering the Word Lists 29
Inference-Diagnostic Passages 28

Estimating the Starting Point for Passage Administration 29

Estimating Automatic Word Identification 29

Estimating Knowledge of Letter-Sound Matches 30

Examining Knowledge of Vowel Patterns 30
Procedures for Administering the Word Lists 30
Analyzing the Differences between Word Identification in Isolation and in Context 30

General Procedures 30

Instructions to the Student 31

The Beginning Point 31
Procedures for Scoring the Word Lists 33
Recording Student Responses: Accuracy and Automaticity 31

Estimating the Starting Point for Passage Administration 33

Estimating Automatic Word Identification 33
Additional Diagnostic Uses of the Word Lists 35 Purposes for Administering the Passages 36 Components of Assessment 36
Reading by Analogy: Comparing Knowledge of Low-and High-Frequency Vowel Patterns 34

Assessment of Prior Knowledge 36

Assessment of Oral Reading Miscues 36

Assessment of Comprehension through Unaided Recall 37

Assessment of Comprehension through Look-Backs 37
Passage Selection 37 Recording Oral Reading Miscues 39 Counting Oral Reading Miscues 41
Assessment of Comprehension through Think-Alouds 37

Counting Total Accuracy 41
Analyzing Oral Reading Miscues: Miscue Analysis 45
Counting Total Acceptability: What Is a Meaning-Change Miscue? 43

Recording Miscues 45

Counting Miscues 47
Evaluating Automaticity 48 Evaluating Prosody 50 Level-Diagnostic Passages 51
Analyzing the Miscues 48
Criteria for Determining Reading Levels 52 Retelling 53
Questions 51

General Procedures 53

Scoring 53
Analysis of Retelling 56 Inference-Diagnostic Passages 57
Retelling Examples 53

General Procedures 58

Scoring 58
Summarizing 60
Interpretation of Ambiguous Answers 59

General Procedures 60

Scoring and Analysis 60

Jennie's Summary 62

Peter's Summary 63
Look-Backs 64 Think-Alouds 65 Recording Word Identification in Isolation Scores 67 Recording Oral Reading in Context Scores 67 Recording Silent Reading Scores 69 Recording Scores on the Inference-Diagnostic Passages 69 Example of Completed Student Profile Sheet 70 Analyzing the Results 71 Questions about a Student's Reading Behavior 72 Student Examples 74 Writing the Report 76
Summary 63

The Classroom Teacher: Using the QRI-6 to Estimate Individual Instructional Reading Level 77

The Classroom Teacher: Using the QRI-6 to Estimate Reading Level and Monitor Progress through Group Administration 78

The Classroom Teacher: Using the QRI-6 to Estimate Ability in Answering Inferential Questions 79

The Reading or Special Education Specialist Assessment: Using the QRI-6 to Determine Reading Level 80

Using the QRI-6 to Indicate Growth and Monitor Progress 80

Using the QRI-6 to Describe Specific Reading Behaviors as a Guide for Intervention Instruction 81
Using the New Inference Passages Grade 4 through High School 83 Word Lists and Elementary Grade: Level-Diagnostic Passages
Using the QRI-6 to Assess the Common Core State Standards' Foundational Skills 83

Section 12 Test Materials: Level Diagnostic
Student Word Lists 86 Examiner Word Lists 91 Pre-Primer 1 Passages
Passages 85

I Can (Narrative) 98
Pre-Primer 2 Passages
I See (Narrative) 104

Just Like Mom (Narrative) 109
Pre-Primer 3 Passages
People at Work (Expository) 114

Lost and Found (Narrative) 117
Examiner Copies 119 Primer Passages
Spring and Fall (Narrative) 118

A Night in the City (Narrative) 131

Fox and Mouse (Narrative) 135

The Pig Who Learned to Read (Narrative) 139

Who Lives Near Lakes? (Expository) 142
Examiner Copies 144 Level One Passages
Living and Not Living (Expository) 143

The Surprise (Narrative) 154

Marva Finds a Friend (Narrative) 158

The Bear and the Rabbit (Narrative) 161

Air (Expository) 164
Examiner Copies 166 Level Two Passages
The Brain and the Five Senses (Expository) 165

The Family's First Trip (Narrative) 179

The Lucky Cricket (Narrative) 180

Father's New Game (Narrative) 184

Whales and Fish (Expository) 187
Examiner Copies 189 Level Three Passages
Seasons (Expository) 188

A Special Birthday for Rosa (Narrative) 204

The Friend (Narrative) 206

A New Friend from Europe (Narrative) 208

Cats: Lions and Tigers in Your House (Expository) 210

Where Do People Live? (Expository) 211
Examiner Copies 213 Level Four Passages
Wool: From Sheep to You (Expository) 212

Amelia Earhart (Narrative) 233

Tomie dePaola (Narrative) 234

Early Railroads (Expository) 235
Examiner Copies 237 Level Five Passages
Plant Structures for Survival (Expository) 236

Margaret Mead (Narrative) 250

Patricia McKissack (Narrative) 251

Farming on the Great Plains (Expository) 252
Examiner Copies 254 Middle School & High School: Level-Diagnostic Passages Level Six Passages
How Does Your Body Take in Oxygen? (Expository) 253
Examiner Copy 271
The Mining Boom (Modeling Passage for Think-Alouds) 270

Abraham Lincoln 273

The Early Life of Lois Lowry 274

The Lifeline of the Nile 275

Building Pyramids (Think-Aloud Passage) 276

Temperature and Humidity 277
Examiner Copies 280 Upper Middle School Passages Literature
Clouds and Precipitation (Think-Aloud Passage) 278
Social Studies
Jaime Escalanté: Teacher Extraordinaire 305

Immigration-Part 1 307
Science
Immigration-Part 2 (Think-Aloud Passage) 309

Life Cycles of Stars-Part 1 311
Examiner Copies 315 High School Passages Literature
Life Cycles of Stars-Part 2 (Think-Aloud Passage) 313

Where the Ashes Are-Part 1 338
Social Studies
Where the Ashes Are-Part 2 341

World War I-Part 1 344
Science
World War I-Part 2 347

Characteristics of Viruses-Part 1 350
Examiner Copies 355 Inference-Diagnostic Passages
Characteristics of Viruses-Part 2 353
Grade 4
Section 13 Inference-Diagnostic Materials 392

Cynthia Rylant: The Development of an Author (Biography) 393

Linking East and West (Social Studies) 395

How Do Organisms Compete for Resources?

(Science) 398
Grade 5
Examiner Copies 401

Jane Goodall, Goddess of the Apes (Biography) 414

The Rise of Cattle Drives (Social Studies) 416

The Body's Transportation System (Science) 419
Grade 6
Examiner Copies 422

The Legacy of Jim Thorpe (Biography) 434

From Dynasty to Dynasty (Social Studies) 437

What Causes Weather? (Science) 440
Middle School
Examiner Copies 443

Malcolm X: The Development of a Separatist (Biography) 456

A Wave of Nativism (Social Studies) 460

What Is a Comet? (Science) 463
High School
Examiner Copies 465

The Life of Georgia O'Keeffe: The Artist and the Woman (Biography) 480

America Adjusts to Peace (Social Studies) 484

The Kingdoms of Life (Science) 487

Examiner Copies 490
Previous Pilots 507 Development and Analysis of the Word-Identification Tests 508 Analysis of the Word-List Data 508 Reading by Analogy 509 Development and Analysis of the Prior-Knowledge Assessments 509
Piloting the New Materials for the QRI-6 506

Identification of Concepts 509
Development and Analysis of the Measures of Comprehension: Level-Diagnostic Materials 510
Analyses of Correlations between Prior Knowledge and Other Test Components 510
Development of the Think-Aloud Procedure 513 Development and Analysis of the Measures of Comprehension: Inference-Diagnostic Materials 514
Analyses of the Measures of Comprehension on Level-Diagnostic Passages 511
Development of the Passages 516
Analyses of the Measures of Comprehension on the Inference/Diagnostic Materials 514

Quantitative Measures of the Difficulty of the Level-Diagnostic Passages 516

Development of the Pre-Primer through Third Grade Passages 519

Development of the Fourth through Sixth Grade Passages 520

Quantitative Measures of the Difficulty of the Inference-Diagnostic Passages 520

Comparing the Quantitative Measures of the Difficulty of the Inference/Diagnostic Materials to the Difficulty of the Level/Diagnostic Materials 521
Empirical Validation 521
Development of the Upper Middle School and High School Passages 521

Comparing Passages New to the QRI-5 to Previous Passages 521
The Relationship between Oral Reading Accuracy and Comprehension 525 The Pillars of Excellence in Educational Assessment 525 Reliability and Validity 525
Comparability of Level/Diagnostic vs. Inference/Diagnostic Passages at the Same Readability Level 525

Issues of Validity of an Informal Reading Inventory 526

Issues of Reliability of an Informal Reading Inventory 531

Cautions in Interpretation 535

Test-Retest and Alternate Form Reliability 535

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Lauren Leslie QRI-6 Features of the eText vii The Word Lists 1 The Passages 2 Section1 Description of the Qualitative Reading Level-Diagnostic Passages 2 Non-Think-Aloud Option 4 Inference-Diagnostic Passages 4 Factors Related to Comprehension 5 Section 2 A Research Perspective 5 Inferential Question Types 5 Text Structure 7 Prior Knowledge

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Audiobooks for Dyslexia & Learning Disabilities | Learning Ally

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Learning Ally solutions help struggling readers through audiobooks & support services for educators, parents, and students dealing with dyslexia. Reading accommodations

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Protocol for Accomodations in Reading (PAR)

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Protocol for Accomodations in Reading (PAR)

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Center on Technology and Disability (CTD)

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accomodations for children with disabilities

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improving student success with assistive technology

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using assistive technology in the classroom

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Protocol for Accommodations in Reading (PAR)

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Protocol for Accommodations in Reading (PAR) provides you with all you need to make data-based reading accommodation recommendations for students who are not reading at grade level or have physical disabilities that keep them from using printed texts.

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Centers ideas K-5th

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Clicker - Literacy Software | Crick Software

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Award-winning software from Crick Software, Clicker is the complete literacy toolkit for elementary learners.

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Welcome

Welcome to the Tar Heel Reader, a collection of free, easy-to-read, and accessible books on a wide range of topics. Each book can be speech enabled and accessed using multiple interfaces, including touch screens, the IntelliKeys with custom overlays, and 1 to 3 switches. Click here to learn more about alternative access methods.

You may write your own books using pictures from the huge collection at Flickr or pictures you upload. All books should be complete, edited, and revised to the best of your ability before publishing them to the site. While you are working on them, please save them as drafts.

Note the little well icon in the upper left corner of the page; clicking it will allow you to access the main menu. You can also click the settings icon to change settings on some pages.

Your browser is unsupported. The site should work for finding and reading books but you will not have switch access or the ability to write books. We recommend that you upgrade to a modern browser or install Chrome Frame.
You are in Classic mode. You will not have access to all of the features of the site but it may work better on older computers and web browsers. Click this text to leave Classic mode.
Ready to get started?

This site is also available in other languages. To help with translation, contact us.

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Welcome to the Tar Heel Reader, a collection of free, easy-to-read, and accessible books on a wide range of topics. Each book can be speech enabled and accessed using multiple interfaces, including touch screens, the IntelliKeys with custom overlays, and 1 to 3 switches. Click here to learn more about alternative access methods.

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Rewordify.com | Understand what you read

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Rewordify.com helps you read more, understand better, learn new words, and teach more effectively.

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Quick Checklist

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You are accessing a U.S. Federal Government computer system intended to be solely accessed by individual users expressly authorized to access the system by the U.S. Department of Education. Usage may be monitored, recorded, and/or subject to audit. For security purposes and in order to ensure that the system remains available to all expressly authorized users, the U.S.

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Student Information Guide

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AT consideration resource guide. Reading page 3

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Devices for writing and spelling

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Web-based survey tool targeting tasks AT will support. Requires free account login.

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Welcome to SIFTS

SIFTS is a web-based tool designed to assist assistive technology (AT) decision-making teams in matching a person's needs with AT features. SIFTS is also helpful for children through adults and can be used by parents, students, consumers, and professionals serving people with disabilities.
Get Started

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student inventory for technology supports

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Student Inventory for Technology Supports

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Student Inventory for Technology Supports

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Composition of Written Material

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Center for Technology and Education: Writing Strategies and Checklists

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Center for Technology and Education: Writing Strategies and Checklists

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Fine Motor, Visual, Organization, Attention, Written Expression, Spelling

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Writing and Spelling with Learning Aids

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Since the late 90s, it has been possible to type text documents on your computer using nothing but your voice. Who can forget the fanfare of Dragon Naturally Speaking's release in 1997? With just a microphone, you could talk at your PC and it would do its best to recognize and write down what you said.

It sounded great on paper, but this early voice recognition technology was more frustrating than useful. You had to speak at a snail's pace, with the intonation of a robot. Even then, you'd be lucky to achieve even 70% accuracy.

While there was plenty of optimism that voice recognition would be the main way we used our computers in the future, things haven't really turned out that way. At least not yet.

While voice assistants like Siri and Google Assistant get daily use for quick searches, questions, or common device functions, physical interfaces are still where it's at. When it comes to typing up documents, it's almost unheard of that anyone prefers voice dictation.

It is a pity, because without spending a cent, you have access to a voice dictation solution far superior to what everyone was so excited about two decades ago. The freely-available Google Docs cloud application has a robust and almost 100% accurate voice dictation solution.

Typing With Your Voice in Google Docs

The first thing you should know is that proper voice dictation is only available through the Chrome Browser. If you're using the Google Docs app on a mobile device, then you can still use the Google keyboard microphone to dictate text, but it doesn't have the same feature set as the proper solution we're discussing here.

Before heading over to Google Docs and jabbering away, we need to make sure that your microphone is working properly. In Windows 10 you can do this by right-clicking on the speaker icon in the notification area. Then click on Open Sound Settings.

On this screen, under Input you should see the microphone level jump around as you speak into the mic.

If you are using a laptop with a built-in mic or a desktop webcam with the same, then you may not always get the results that you want. While these mics are pretty good these days, a good condenser desktop mic or good quality headset mic can make a dramatic difference in how well you're understood.

Now, having checked that the mic does work, we can head over to any Google Docs document. Place the cursor where you want to insert the dictated text.

Now, click on Tools and then Voice Typing.You can also use the keyboard shortcut CTRL+SHIFT+S.

You'll see a small popup with a picture of a microphone. Click on the mic icon to start dictation. Everything you say will be written down in real-time.

Voice recognition happens on powerful cloud systems, so you'll need a working Internet connection for this to work.

Fixing Mistakes

Occasionally Google will get words wrong. You don't have to switch off voice dictation to fix this. Just move the cursor with your mouse and fix the incorrect word as usual. Google will learn from your corrections.

Editing With Your Voice

In addition to typing out sentences, you can also do some formatting and editing with voice controls as well. There's an extensive list of commands that let you (among others things) select text, apply formatting, cut, copy, paste and so on.

You can even navigate around the page, moving the cursor or scrolling the entire document. If you learn enough commands, you may never have to touch your computer to write at all.

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How To Use Voice Dictation In Google Docs

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Since the late 90s, it has been possible to type text documents on your computer using nothing but your voice. Who can forget the fanfare of Dragon Naturally Speaking's release in 1997? With just a microphone, you could talk at your PC and it would do its best to recognize and write down what you said.

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Skip to content

Our mission is to serve as the collective voice of the assistive technology industry so that the best products and services are delivered to people with disabilities. Learn more about ATIA.

Network, Learn, and Share

ATIA's conference showcases the latest AT developments for attendees from around the globe.

Advance Your Knowledge

ATIA's online education and professional development programs draw on leading experts across the community.

Become a Member

Members of ATIA include for-profit, not-for-profit, and private organizations that are manufacturers, sellers, and providers of technology-based assistive devices and services.
Become a Member

ATIA Partners are leaders in the assistive technology industry that have proven their continued commitment to providing enhanced benefits and opportunities to people with disabilities.

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ATIA | Assistive Technology Industry Association

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ATIA serves as the collective voice of the assistive technology industry so that the best products and services are delivered to people with disabilities.

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For additional information on early intervention:

Emma signs the word, "duck."

Copy or use of this photo outside of this website is prohibited.

Recent Publications and Presentations

Drager, K., Light, J., & McNaughton, D. (2011). Effects of AAC interventions on communication and language for young children with complex communication needs. Journal of Pediatric Rehabilitation Medicine, 3, 303-310.

Light, J. & Drager, K. (2010, November). Effects of early AAC intervention for children with Down syndrome. Miniseminar presented at the Annual Conference of the American Speech Language Hearing Association, Philadelphia, PA.

Drager, K. & Light, J. (2010). A comparison of the performance of 5-year-old children using iconic encoding in AAC systems with and without iconic prediction. Augmentative and Alternative Communication, 26, 12-20. [ Full Text]

Costigan, F.A. & Light, J. (2010). The effect of seated position on upper extremity access to augmentative communication for children with cerebral palsy: Preliminary investigation. American Journal of Occupational Therapy, 64, 596-604.

Drager, K., Light, J., Devlin, C., Millsop, C., & Offitto, J. (2009). Adults With developmental disabilities who require AAC: Improving social interaction. American Speech and Hearing Association.

Drager, K.D.R., Light, J.C., & Finke, E.H. (2008). Using AAC technologies to build social interaction with young children with Autism Spectrum Disorders. In P. Mirenda, & T. Iacono (Eds.) Autism Spectrum Disorders and AAC. Baltimore, MD: Paul H. Brookes Publishing.

Light, J., & Drager, K. (2007). AAC technologies for young children with complex communication needs: State of the science and future research directions. Augmentative and Alternative Communication, 23, 204-216. [Full Text]

Last Updated: August 31, 2012

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For additional information on early intervention: Emma signs the word, "duck." Copy or use of this photo outside of this website is prohibited. Drager, K., Light, J., & McNaughton, D. (2011). Effects of AAC interventions on communication and language for young children with complex communication needs. Journal of Pediatric Rehabilitation Medicine, 3, 303-310.

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Featured Post

Here in the US, we're getting ready for Turkey Day. If you're celebrating Thanksgiving, these resources may be of interest.... [Read More...]

Video of the Week

How can we support AAC users who struggle with executive function? In today's featured video, we learn from Kansas-based SLP... [Read More...]

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Training Handouts

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_________________
FAST Educational Summit 12/5/15 Handout
Which Way to Autonomous Communication? Aided Language Stimulation Towards Autonomous Communication
Gayle Porter and Linda J. Burkhart
Engaging families to interact using AAC: What have we learned?
Linda J. Burkhart and Gayle Porter
The Language of Writing: Creating a Writing Program that Fosters Communication, Collaboration, and Composition - Presentation The Language of Writing: Creating a Writing Program that Fosters Communication, Collaboration, and Composition - Handout
Amy Staples, Evette Edmister, Gayle Porter, and Linda Burkhart
Getting Past the Barrier of Apraxia to Interactive Communication for Children with Rett Syndrome
Linda J. Burkhart and Judy Seligman-Wine
_________________
Rett Syndrome - Assessment and Curricular Materials Modifications
Linda J. Burkhart
Practical Strategies for Implementing Aided Language Stimulation
Linda J. Burkhart with Ideas from Gayle Porter _________________
Stepping Stones To Switch Access (Two Switch Step Scanning)
Linda Burkhart - Converted to chart format by Katie Stuhlsatz and Kathy Lalk, St. Louis Special School District Assistive Technology Specialists

ISAAC Pittsburgh, 2012 Handouts Handouts from pre-conference and main conference sessions

The Roads to Autonomous Communication
Using Aided Language (Pre-Conference) Gayle Porter and Linda Burkhart

Linda Burkhart and Judy Seligman-Wine

7th World Rett Syndrome Congress
Education and Awareness Conference, June 22-24, 2012, Handouts

"Light Tech" Communication part 1: Partner-Assisted Scanning: yes/no Linda J. Burkhart

"Light Tech" Communication part 2:The Power of PODD - Autonomous Communication for Beginning Communicators Linda J. Burkhart

"APPy Tyme " APPsolutely APPropriate APPs
Linda Burkhart, Susan Norwell, Judy Lariviere, and Joy Rosen This part is Linda Burkhart's section - more at: rettworldcongressipad.wikispaces.com

Chart showing available switch interfaces - updated 3 / 12

Make a Switch Mount with Loc-Line
Directions for creating a simple re-positionable switch mount using Loc-Line

Handout by Samuel Sennott, Linda Burkhart, Caroline Ramsey Musselwhite and Joanne Cafiero

Key Concepts for Using Augmentative Communication with Children Who Have Complex Communication Needs
Handout for June 19, 2008

Cortical Visual Impairment (CVI) and Complex Communication Needs:
Part 1 - Characteristics and AAC Strategies Handout by Linda Burkhart and John Costello

Directions for adapting a voice recording photo frame from Radio Shack

Adapting Play and Communication: Enhancing Interaction and Cognitive Skills in Young Children
Handout by Linda Burkhart

Multi-Modal Communication Strategies for
Children Who have Rett Syndrome
Handout by Linda Burkhart - July, 2007

Can We Chat? handout from Closing The Gap 2001/2002 (pdf) Caroline Musselwhite and Linda Burkhart

Sample Sequenced Social Scripts: Collected at Closing the Gap, 2001
Caroline Musselwhite: pre-conference session

Anatomy of A Conversation: Social Scripts
Suggested Conversational Messages - Collected from Multiple Workshops
(2000-2001) Linda J. Burkhart and Caroline Ramsey Musselwhite

Web Sites for Kids Jokes and Riddles
This is a page of links to Web Sites that post jokes and riddles appropriate for kids

Getting Past Learned Helplessness for Children Who Face Severe Challenges: Four Secrets for Success ISAAC, Odense, Denmark, 2002
Handout by Linda Burkhart

Two Switches for Success: Access for Children with Severe Physical and/or Multiple Challenges

Linda J. Burkhart, Dale Gardner-Fox M.S., RPT, Gretchen Hanser MS, OTR/L,
Deanna K. Wagner, MS/CCC-SLP

Printable pdf document - Click Here / Black and White Printable pdf document - Click Here

Gayle Porter and Linda J. Burkhart

Printable pdf document - Click Here / Black and White Printable pdf document - Click Here

Linda J. Burkhart and Gayle Porter

Linda J. Burkhart and Gayle Porter

The Balancing Act By Dale Gardner-Fox M.S., RPT

All Rights Reserved, Linda J. Burkhart
email:linda@Lburkhart.com
Web site:http://www.Lburkhart.com

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FAST Educational Summit 12/5/15 Handout Which Way to Autonomous Communication? Aided Language Stimulation Towards Autonomous Communication Gayle Porter and Linda J. Burkhart Engaging families to interact using AAC: What have we learned? Linda J.

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Practical Organization Dynamic Display - PODD

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Practical Organization Dynamic Display - PODD

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Pragmatic Organisation Dynamic Display (PODD) is normally a book or device that contains symbols and words to support communication between people with complex communication needs and their communication partners, whether that's carers, family, friends or support workers.

PODD is an example of an assistive technology called augmentative and alternative communication (AAC) and was developed over the past 15 years by Gayle Porter, a speech pathologist with the Cerebral Palsy Education Centre in Victoria, Australia, designed for-all-the time use.

PODD could be considered for anyone who would benefit from using tools to support communicating with others, whether it's understanding language or assistance with expressing it, and they can be personalised and adjusted to suit a person of any age. Novita clinicians can support you or your child in finding and making the best PODD for you, and offers workshops to users on using the PODD and PODD practice.

What is PODD?

A PODD stands for:

Pragmatic - the ways that we use language socially and with purpose

Organisation - words and symbols arranged in a systematic way

Dynamic Display - changing pages for a wide vocabulary and range of statements

PODD is a way of organising whole-word and symbol vocabulary in a communication book or speech generating device to support expression and understanding of language for people with complex communication needs.

The aim of a PODD is to provide vocabulary for use in multiple environments, with a range of messages, across a range of topics. It is designed to be a tool in someone's 'toolbox of communication methods' that is useful all the time. Selection of words and symbols in the PODD can be made by pointing, looking or other combinations of methods.

Communication methods we use day-to-day include speech, gestures, pointing, facial expressions and writing, and we tend to choose whichever method is most effective for each situation. In the same way, a person with complex communication needs may use a number of different methods to communicate including a PODD, depending on what is most efficient method for them at the time.

There's many different types of PODDs, so the one to use will depend on the communication needs of the individual. Everyone has different communication preferences and abilities. This is why PODDs can have different formats, depending on the individual physical, sensory and communication needs of the user.

During PODD's development over15 years, each PODD format was shaped by the experiences of both kids with complex communication needs and their communication partners, to express themselves with greater ease, and to provide immersion and modelling for vocabulary and language learning.

At NovitaTech, we have designed and manufactured our very own PODD Strap and PODD A4 Cover with Stand. These products allow hands free use of a PODD and helps you hold it at any angle so it is easy to see and use by both the PODD user and partner.

Why use a PODD?

For communication "all the time"

There are many different types of communication aids. Some focus on providing vocabulary for a specific activity or schedule. One of the important features of PODD is that it is an all the time strategy, to use across the huge range of different environments, messages, and topics we come across in life.

To access a larger vocabulary of words

Just as a person who uses speech can choose from thousands of words in their head when they talk, PODDs aim to give people access to a greater vocabulary of words. PODD can provide a way to better express someone's personality through a wide range of communication types, including requests, greetings, comments, questions, opinions and more.

If we restrict a person's vocabulary to a smaller number of words, how will we know for sure that the person is not capable of more? Research has found that "a child who uses speech will independently select the words she wishes to use from the vast array of words she hears/sees used every day". Similarly "a child who uses AAC will independently select the words she wishes to use from the vocabulary other people have chosen to model and, for aided symbols, made available for her to use" (Porter & Kirkland, 1995, p. 93-94). This means "we can never really know what a person is capable of until we provide them with the opportunity to learn and show us" (Porter, 2009).

To develop use and understanding of language

A PODD can be used not only in supporting effective communication, but also as a learning tool to assist the user's understanding of other people's spoken language too. A communication partner will point to the symbols as they talk to the person with complex communication needs, which facilitates understanding of speech.

There is even potential for PODDs and other augmentative and alternative communication strategies to assist speech development by supporting user's attempts to produce spoken words.

To choose messages that suit each situation

A PODD is designed to support each individual with their own varied communication needs as effectively as possible. This means a focus on communication that is specific and efficient, in as socially-valued a manner as possible in order to understand others and to be understood. It's a method that promotes independence for the user.

Different messages, partners and situations place different requirements on communication. For example, some messages have an emphasis on efficiency, such as quickly telling someone that you "need the toilet", or to "hurry up". Other messages need to be more specific, such as selecting the words you want to tell a story or express your personality.

A PODD allows this flexibility by providing 'quick chat' words as well as extended vocabulary.

It's also sometimes called a "smart partner operating system" because humans can observe and problem solve to assist communication in ways computers can't (Porter, 2007).

How to use PODD

Use it all the time

Once you have your PODD, one of its primary aims for all those around the user is to use the PODD for communication all the time. This is a teaching strategy called "immersion", essentially using the PODD method to communicate continually. The best way to use immersion for teaching language is to have access to lots of vocabulary. This allows other people to make the most of every opportunity to talk to the person with complex communication needs to use the symbols they are learning.

A number of studies have shown that immersion can assist language development for people with complex communication needs, increasing the person's understanding and use of AAC strategies (Binger & Light, 2007; Bruno & Trembath, 2006; Cafiero, 2001; Drager et al, 2006; Harris & Reichle, 2004).

Always start on the first page

For all PODDs, the person is encouraged to start on the first page to indicate their message. Some messages will indicate a page number to turn to, leading the person to more words on that topic.

Unless the person with complex communication needs is able to independently direct which page they need via the "go to page number" links, the communication partner will usually turn the pages. This supports the user on just focusing on creating their message. How much assistance the communication partner provides will depend on every individual.

Bring it everywhere!

It is important to establish the habit to carry and have the PODD readily available everywhere the user goes, at all times. If it is not practical for them to have their PODD with them (e.g. while swimming), make sure that they have other effective methods available to them instead.

Remember everyone is different

As with other communication tools, there is no set recipe for how to use a PODD with everyone. The most important factor in successful PODD use is support from the person's communication partners and making sure the goal is about genuine communication.

Using a PODD is not hard to do, it's just a different approach to communicating with other people and does rely on people using the PODD system correctly, but in their own individual way.

How do I choose a PODD?

Find a provider

Start by contacting NovitaTech on 1300 668 482 or email [email protected] for a consultation. Our speech pathologists and technicians have extensive training and experience in the use of PODDs and can work with you and your child on finding and personalising the right PODD for you from all the different types.

People with complex communication need to have access to a range of communication strategies to suit the different situations they will encounter, and people they will communicate with. Working out which communication strategies will suit a person's individual needs is an ongoing process, and NovitaTech therapists can support with ongoing training and practice as long as you need.

Trial a PODD

As part of ongoing assessment, it is important to find out what the person with complex communication needs can already do independently, as well as what they can do with support from a skilled partner. Some of the factors to consider when choosing a PODD to trial include:

Current communication:

how they respond to other people's communication

how they communicate, ie range of message types used, different communication partners, different environments.

what may support or limit their communication right now

Physical access methods, including fine motor skills

Mobility (e.g. if a person is able to move around, do they need a more portable option?)

Sensory processing challenges

Functional vision and hearing

This information might be gathered by working with the person with complex communication needs, their family, teacher, support workers, professionals such as an occupational therapist or physiotherapist, and other communication partners.

Usually one or more PODDs are tested for enough time to work out any adjustments required, such as adding extra vocabulary or changing features to suit the individual. A customised copy can then be created. This may take some time to complete, as each page usually needs to be cut out and laminated individually.

Get trained up

To learn the basics about how to start using a PODD straight away, come to NovitaTech's How to Use a PODD workshop held regularly. We also offer regular PODD Practice workshop to offer extra and ongoing support to users of PODD.

To learn how to assess, trial and customise a PODD yourself, you can attend longer PODD training workshops aimed at disability workers and providers through the Cerebral Palsy Education Centre. Email them at [email protected] or visit the Cerebral Palsy Education Centre

Try the CD Resource

PODD 'Direct access templates CD' is software that also contains a range of supports to assist in selection and customisation of PODD communication books, including a printable reference book as well as detailed information files for each PODD template.

Making PODDs work for you

Direct access PODD communication books

A PODD may differ in the way it looks and is organised, depending on a person's individual communication requirements, as well as their sensory and their physical abilities.

Direct access PODDs are designed for the user to point directly to the symbols using their hand, a finger or a tool. They come in three main forms, where symbols and words can be shown on either one page or two pages at a time, or on two pages with page categories always visible on an additional fold-out side panel.

Alternative access PODD communication books

If a person is unable to point directly to symbols with their hand, different modifications to PODD features can be trialed on alternative access PODDs to best meets the users sensory needs and physical abilities.

For example, for kids or adults with visual impairment it could be beneficial to use symbols that are less visually complex, or perhaps presenting sound and visual information separately is useful for people who have difficulty coordinating looking and listening at the same time.

Electronic PODDs

It is possible to apply the format for PODDs to organise vocabulary on a speech generating device, allowing messages to be spoken aloud. The electronic PODD system is available on iPad and for Windows based communication devices, and can use touch or eyegaze technology.

A user might choose to use both a communication book and a speech generating device for communication using PODD, as both have advantages in different situations.

Eyegaze

In this way, the person living with disability indicates the symbol they want using eye pointing. They look at their chosen symbol and their communication partner watches and interprets. The PODD has a hole in the middle (and a mirror for side-by-side sitting) so partners can see each other's faces clearly, which is the key to success using this method.

Partner assisted scanning

This method involves the communication partner pointing to or reading out the choices on each PODD page. The person with complex communication needs then indicates when they see or hear the message they want

Combination access

Combines different access methods to suit the individual, such as direct access by pointing or touching, and partner-assisted scanning of the PODD reading out choices on the PODD.

Group PODD communication books

PODD Communication books can be designed differently for specific use in a class or group setting, depending on the needs of the group.

Coded access

This is another eyegaze method, expect the PODD is arranged differently. Each column and row on a page is given a reference, such as a colour or number. The user will indicate their message by looking at the colour, then the number that matches the word they want.

Pick up and give or show

This PODD book has pull-off symbols and cards for users who benefit by having a concrete symbol to remove and pass to their partner, or by creating sentences on a strip. PODDs with pull-offs can quickly become bulky, therefore only key words are usually made removable. If direct pointing can be taught, this is encouraged as soon as possible and will assist with wider vocabulary. It can be useful for both kids and adults who are easily visually distracted.

How to create a PODD

PODD books are made by hand. Each PODD can be customised to suit the needs of the person who will use it.

You can have a PODD book made through Novita Children's Services. It is strongly recommended that a qualified speech pathologist is involved in selecting the appropriate PODD for you or your child.

Novita has therapists available who can support you in finding which PODD or other AAC tools will suit the unique needs of the user. If you would like a quote or assessment for a PODD, please speak to someone in our friendly team on 1300 668 482 or visit our Contact Us page for more ways to get in touch.

You can buy a resource CD with all the templates and instructions for how to make a 'direct access' PODD book. The CD is called Pragmatic Organisation Dynamic Display (PODD) communication books: Direct access templates CD. You can buy it from Cerebral Palsy Education Centre or from Spectronics.

The CD has instructions to support you in choosing and customising PODD communication books, including a printable reference book and detailed information files for each PODD template. It is very important to read the information and construction files that come with this resource if you are going to make your own PODD. A US Letter paper version is available on CD through Mayer Johnson.

To make a PODD book yourself, you will need access to these things:

PODD resource CD

Boardmaker™ software is needed to print each PODD page from the CD

Colour printer

Standard or weatherproof paper

Laminator and laminating pockets

Scissors

Binder and binding coils

More information

Interested in learning more about PODDs?

For enquiries or support relating for current Novita kids and Novita adults, please contact your Novita speech pathologist or other team member.

If you are currently not accessing any Novita services, you can book a consultation with a therapist to discuss your PODD needs, or simply for more information, call NovitaTech on 1300 668 482, or email [email protected]

For all other Australia-based enquiries, please contact the Cerebral Palsy Education Centre (CPEC) [email protected] or your speech pathologist.

Consider attending a PODD workshop.

For information on Novita's user workshops visit www.novita.org.au/training/podd-practice-workshop

For information on other Australian workshops contact [email protected].

For upcoming workshops in the United States visit www.lburkhart.com.

The Pragmatic Organisation Dynamic Display (PODD) Communication Books: Direct Access Templates Resource and The Pragmatic Organisation Dynamic Display (PODD) Communication Books: Alternative Access Templates Resource contain valuable resources for learning more about PODDs. Please contact CPEC [email protected] for further information.

Books and journals referred to on this page

Binger, C. & Light, J. (2007) The effect of aided AAC modeling on the expression of multi-symbol messages by preschoolers who use AAC. Augmentative and Alternative Communication, 23, (1) 30 - 43.

Bruno, J. & Trembath, D. (2006) Use of aided language stimulation to improve syntactic performance during a weeklong intervention program. Augmentative and Alternative Communication, 22(4).

Cafiero, J. (2001) The Effect of an Augmentative Communication Intervention on the Communication, Behavior, and Academic Program of an Adolescent with Autism. Focus on Autism and Other Developmental Disabilities, Vol. 16, No. 3, 179-189.

Drager, K, Postal, V, Carrolus, L, Gagliano, C & Glynn, J. (2006) The Effect of Aided Language Modeling on Symbol Comprehension and Production in 2 Preschoolers With Autism. American Journal of Speech-Language Pathology, 15; 112-125.

Harris, M. & Reichle, J. (2004) The Impact of Aided Language Stimulation on Symbol Comprehension and Production in Children With Moderate Cognitive Disabilities. American Journal of Speech-Language Pathology Vol.13 155-167.

Porter, G. (2007) Pragmatic Organisation Dynamic Display (PODD) communication books: Direct access templates. Melbourne: Cerebral Palsy Education Centre.

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Pragmatic Organisation Dynamic Display (PODD) is normally a book or device that contains symbols and words to support communication between people with complex communication needs and their communication partners, whether that's carers, family, friends or support workers.

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Writing is undeniably an essential component of literacy instruction for students without disabilities. Without question it is a part of their daily instruction. In order for students with significant disabilities to develop as readers and writers, daily writing is equally, if not, more important. However, this becomes a challenge when most students with significant disabilities are unable to hold a traditional pencil. To address this challenge, the Center for Literacy & Disability Studies at UNC-Chapel Hill has developed a variety of "alternative pencils" for students with the most significant disabilities, including deaf-blindness.

All the alternative "pencils" have been designed for students who are unable to hold a traditional pencil or physically manipulate a keyboard. Instead, the alternative pencils tap into students' other developing abilities. For example, the alphabet eye gaze frame may be helpful for students who are learning to eye gaze. The print flip chart or onscreen keyboards may be helpful for students who are learning to use switches. The Braille flip chart may be useful for students who are blind. These are just a few examples. For many of the pencils, perfect vision and/or hearing are not needed.

It is especially important to note that students DO NOT need to know how to independently read or spell words in order to use any of the alternative pencils. Alternative pencils should be used with students who have a range of understandings about writing, all the way from random, emergent "scribbling" to more conventional writing with recognizable words. Children without disabilities have hundreds of hours of drawing and scribbling to help them grow into more sophisticated writers. Over the past 4 years, the same type of development has been seen with students with the most significant disabilities when they are given the same opportunities with alternative pencils. Here are some of the things we have learned about writing with students with significant disabilities, including deaf-blindness:

Pick an alternative pencil that has the most potential for students to easily use.

Students do not need to know their letters in order to write with an alternative pencil.

Students need access to the full alphabet in order to learn about the alphabet.

All students, regardless of their ability, learn about writing and alternative pencils, by writing.

There are no prerequisites to writing. Don't wait! Students don't need to be ready to write. No one is "too...anything" to begin writing with an alternative pencil.

Pick an alternative pencil below and get started now!

Alphabet Eye Gaze Frames

Print Flip Charts

Braille Alphabet Flip Chart

Below are files required to create two of the most widely used alternate pencils. They are intended to get you started, but you may have to develop other alternatives for your students.

Eye Gaze Frames
Alphabet Eye Gaze Guide
Flip Charts
Guide to Using the Print Flip Chart Partner Assisted Scanning Tips Choices for Writing Tools

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Writing is undeniably an essential component of literacy instruction for students without disabilities. Without question it is a part of their daily instruction. In order for students with significant disabilities to develop as readers and writers, daily writing is equally, if not, more important.

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Find the right classroom accommodations for your student.