Picture%20Exchange%20Communication%20System%20(PECS)%20based%20on%20PECS%20Bondy%20 - PowerPoint PPT Presentation

About This Presentation
Title:

Picture%20Exchange%20Communication%20System%20(PECS)%20based%20on%20PECS%20Bondy%20

Description:

When the student is proficient at thumbing through the book and finding a picture there is no longer a need to rotate the pictures. – PowerPoint PPT presentation

Number of Views:577
Avg rating:3.0/5.0
Slides: 63
Provided by: SMB5
Category:

less

Transcript and Presenter's Notes

Title: Picture%20Exchange%20Communication%20System%20(PECS)%20based%20on%20PECS%20Bondy%20


1
Picture Exchange Communication System(PECS)base
d on PECSBondy Frost, 1994 2002
  • Presented by
  • Medley Sapp, MEd.
  • Sharon Jasperson, Technical Assistant

2
The Important Info
  • Restrooms
  • Restaurants

3
Introductions
  • Name
  • School
  • Program
  • Grade level
  • Experience with PECS

4
Participation Expectation
  • Participate in all activities and discussions
    throughout the day.
  • Be respectful and attend to colleagues input.
  • Silence cell phones and no texting.
  • Share questions, grow as a professional, and have
    fun learning more about PECS in the classroom.

5
Information about the Assistive Technology
Department
  • Website
  • http//ccsd.net/departments/assistive-technology-s
    ervices

6
PECS Developed by Andy Bondy and Lori Frost
  • Blends the fields of Applied Behavioral Analysis
    and Speech Language Pathology
  • http//www.pecs.com/
  • Pyramid Products

7
Fact or Myth?
  • Schedules are PECS.
  • Choice boards are PECS.
  • Visual Prompts/Cues are PECS.
  • Pointing to a pictures is PECS.
  • Discrimination is a prerequisite to start PECS
  • PECS can only be used with students with autism

8
What is PECS?
  • The Picture Exchange Communication System is a
    communication training system that teaches a
    means of functional communication within a social
    context (Bondy Frost, 1994).
  • Goal is to develop SPONTANEOUS INITIATION AND
    COMMUNICATION.
  • (PCS are Picture Communication Symbols)

9
Why PECS vs. Other Systems?
  • PECS requires a student to give a picture to a
    communicative partner (requesting)with a concrete
    outcome (reinforcement) (Bondy Frost, 1994).
  • Other picture systems such as picture pointing
    focus on labeling rather than requesting(Carr,
    1982PowersHandelman,1984 in Bondy Frost,
    1994).
  • Picture pointing systems may be good for
    typically developing children that are
    intrinsically motivated and reinforced socially.
    For students with autism, concrete reinforcers
    are often required as they are generally not
    motivated by social praise.

10
Why PECS vs. Other Systems? CONT
  • PECS does not require prerequisite imitation or
    motor skills which may be required for picture
    pointing or sign language systems (Bondy Frost,
    1994)

11
When is PECS Appropriate?
  • Student is not using functional communication.
  • Student is using functional communication but
    cannot be understood by unfamiliar listeners.
  • The student does not initiate communication.
  • To increase mean length of utterance.
  • To increase vocabulary.

12
So, How do I get Started?REINFORCERS
  • The only prerequisite for implementing PECS is
    knowing the reinforcer.
  • Every child is unique and is motivated and
    reinforced by different items and social rewards.
  • To address individual needs and tastes give
    reinforcement assessments regularly to have
    access to powerful reinforcement when teaching
    the various phases of PECS.

13
Informal Reinforcer Assessment
  • Look at what student is trying to get
  • Ask family about childs preferences
  • Formally develop a reinforcer hierarchy
  • Most desired
  • Moderately preferred
  • Tries to avoid
  • Assess at different times of the day
  • Reinforcer First Strategy
  • Group Work List of Reinforcers

14
Formal Assessment of Reinforcers
  • Select an assortment of reinforcers ( see
    handout)
  • Put the reinforcers out within the childs reach
    and see what he selects. Repeat procedure with
    different items.
  • Display the items the child has selected in the
    previous steps. See which of these items he
    reaches for first.
  • This should be your STRONGEST reinforcer. Begin
    here
  • PECS
    Group, 2010

15
Reinforcer First Strategy
  • Students know what they will get when they make
    the request.
  • PECS Group, 2010

16
Determine Symbols to be used
  • Objects
  • Photographs
  • Picture Icons (Pogoboards)
  • Line Drawings
  • Words

17
Organizing PCS Items
  • Blocks/objects in shoe box for student use
  • Blocks/objects in shoe box for staff use
  • File pictures
  • Tempo Loop fabric on the wall (for students to
    pick, replace, or staff to replace lost PCS

18
(No Transcript)
19
PCS Storage
20
Understanding the Phases of PECS
  • Teach one phase at a time.
  • Sequential progression through each phase is the
    best predictor of success in a student initiating
    communication, commenting, and requesting that
    will last a lifetime.
  • Bondy and Frost, 2002

21
Phase I
  • Phase I teaches students HOW to communicate.
  • GoalINITIATION The student MUST go first.

22
PHASE I Teaching the Physically Assisted Exchange
  • Requires 2 people Communicative Partner and
    Prompter.
  • NO verbal prompts.
  • Present one picture at a time (NO BOOKS OR
    SENTENCE STRIPS ARE USED).
  • Conduct training across the day, not at one time
    or in one place.
  • Use different reinforcers.
  • Modify symbol/picture to match motor skills
    (Block example Jas/Timoteo)

23
PHASE I CONT
  • Communicative Partner
  • Entice the student
  • R student exchange (w/item) within 1/2 second
  • Pair social praise w/R
  • Time open hand (student reaches for comm.
    partner)
  • Physical Prompter
  • Wait for student initiation (Reach for object)
  • Physically prompt student pick up, reach,
    release
  • STUDENT
  • Pick up ? Reach? Release

24
Picture of Phase I Example
25
PHASE I ERROR CORRECTION
  • Backstep error correction is used when the
    student makes an error in the task.
  • Example student picks up picture and drops it
    before putting in communicative partners hand.
    Physical prompter goes back to the last step
    performed correctly and prompts from that point
    through end of task.

26
Phase I PCS Travel
27
Things to Remember
  • The child initiates the training sequence not the
    silent partner.
  • Do not conduct training in one session. Trials
    should be spread out throughout the entire.
  • Change trainers right from the beginning so
    student does not communicate with only one person
  • Change reinforcers as often as possible so
    student does not come satiated or get tired of
    the reinforcer.
  • PECS Group, 2010

28
Practice Phase I
29
Phase I Troubleshooting
  • What happens if the child will not reach for the
    reinforcer ? Check the strength of the
    reinforcer.
  • What happens if the child quits handing the
    reinforcer in the middle of training? Try to end
    the session with a successful training sequence.
  • What happens if the child cant see the picture?
    Try larger pictures, adding color or tactile
    cards.
  • What happens if the child gets upset when I take
    a toy? Getting upset is an initiation to go
    through the training sequence very quickly and
    give the toy back.
  • PECS Group, 2010

30
Phase I Data
31
Phase ICriteria For Mastery
  • Independent exchange across 3-5 reinforcers with
    2 communicative partners in 2 different
    environments.

32
Phase I Review
  • What type of prompts are used?
  • What does the Communicative Partner say when
    enticing?
  • What does the Physical Prompter say?
  • When is the Communicative Partners open hand
    presented?
  • How quickly is the reinforcer given to the
    student?
  • How many pictures are used?
  • Is discrimination required?
  • How many trainers are required?

33
Phase II Distance and Persistence
  • Goal Travel to the book and travel to the
    communicative partner communicate in multiple
    places with multiple people.
  • Introduce communication book
  • Students carry communication books to all
    environments.
  • Compile pictures in book.

34
PHASE II DISTANCE AND PERSISTENCE
  • Introduce communication book.
  • 2 Trainers (just in case!)
  • No verbal prompts used.
  • Teach variety of pictures but only one at a time
    on front of the book.
  • New skills is increasing distance to
    communicative partner then increase distance from
    student to book.

35
PHASE II CONT
  • Train across the day student should take the
    book everywhere they go. This requires 2
    trainers.
  • Use a variety of communicative partners.
  • Use backstep error correction as needed.

36
Phase II Communication Book Picture Example
37
Phase II Picture Example
38
Practice Phase II
39
Phase II Troubleshooting
  • Student gets distracted while traveling
    decrease the distance, find new, more powerful R
  • Student is not able/allowed out of seat teach
    the student to call the communicative partner
    (bell, Big Mack)
  • Carrying the book is difficult use straps,
    backpacks, possible books located in all
    environments.

40
Phase II Data Sheet
41
Phase II Criteria for Mastery
  • Student should be able to cross a room to
    retrieve a picture and travel across the room to
    the communicative partner. Student should have
    5-10 reinforcers.

42
Phase IIReview
  • How many trainers are required?
  • How many pictures are used?
  • What does the Communicative Partner say while
    enticing the student?
  • What does the Physical Prompter say to the
    student?
  • What is the goal of Phase II?

43
Phase IIIDiscrimination
  • Goal of Phase IIIStudent chooses among pictures
    on the communication book.
  • IIIA Simple Discrimination Highly preferred vs.
    distracter
  • IIIB Conditional Discrimination Two reinforcers.

44
PHASE III
  • Present 2 items w/pictures one highly preferred
    and one non-preferred or a distracter.
  • New skill is choosing correct picture verbally
    R when student touches correct picture.
  • Physical prompter is not needed (Physical
    prompter is used for initiation not needed when
    initiation is spontaneous).
  • Communicative partner may prompt using 4-step
    error correction.

45
PHASE III CONTStudent chooses incorrect
picture4-step error correction
  • If the student chooses the incorrect picture,
    give no social R and give the student the item,
    then go into 4-step error correction.

46
4-Step Error Correction
  • STUDENT GIVES INCORRECT PICTURE
  • Give item corresponding to picture. (my turn)
  • 1. Model or Show correct picture.
  • 2. Prompt hold hand near correct picture,
    gesture.
  • Verbal R but do not give item.
  • 3. Switch (do this)
  • 4. Repeat.
  • 3 trials then errorless (take away distracter)

47
4-Step Error Correction
48
Practice Phase III A
49
Phase IIIA Data
50
PHASE III CONTDISCRIMINATION OF 2 R ITEMS
CORRESPONDENCE CHECK
  • Present book w/2 pictures of R items with the
    items.
  • Student requests.
  • Communicative partner, instead of giving items
    says, take it, go ahead, etc.)
  • Student takes correct item R
  • Student takes incorrect item block access and
    go into 4-step error correction. (Model/show,
    prompt, verbal R, switch, repeat)

51
4 Step Error Correction with 2 R
52
Practice Phase III Correspondence Check
53
Troubleshooting Discrimination Challenges
54
Phase IIIB Data
55
Phase III Mastery
  • Student is able to discriminate from a field of 5
    pictures.
  • Final step in discrimination training is to teach
    the student to look inside of the book for a
    specific picture.

56
Final Step in Discrimination
  • Remove the pictures from the outside of the book.
    Open the book and encourage the child to take a
    picture from there.
  • When the student is proficient at thumbing
    through the book and finding a picture there is
    no longer a need to rotate the pictures.
  • Organize the book so items are on pages by
    category. Tabs may be used to help organize
    categories and separate different pages of the
    book.
  • PECS Group, 2010
  • When a child is correctly choosing between 5
    pictures, teach the child to get the pictures
    from inside the book.

57
Phase III Review
  • How many trainers are required?
  • What two pictures are used in Phase IIIA?
  • What two pictures are used in Phase IIIB?
  • What error correction procedure is used in Phase
    III?

58
Phase III iPad app
59
Video
60
PECS and IEPs
  • In accommodations/modifications student will use
    alternate communication system using pictures or
    other symbols.
  • Write specific goals
  • Upon seeing and wanting a particular item, and
    with a picture of that item in reach, student
    will pick up the picture, reach to person holding
    the item, and release the picture into that
    persons hand.
  • Download objectives from www.pecs.com

61
Pogoboards
  • www.pogoboards.com
  • Look up school user and password _at_
  • http//sssd.ccsd.net/assistivetech.html
  • Practice making Picture Communication Symbols to
    use with PECS.

62
Thank You for Coming!
Write a Comment
User Comments (0)
About PowerShow.com