“A Picture’s Worth a Thousand Words”

1. “A Picture’s Worth a Thousand Words” Using visual supports to promote language development! Kristen Kershner

2. Cooperative Groups  Group 1 Group 2 Group 3_ Elizabeth Katie Chisholm Erin Dave John Michelle Eryn Annette Jen Group 4 Group 5__ Group 6_ Chris Donna Serena Erika Myriam Kathy Brian Jordan Angela

3. What is communication? • Exchange of information between two people • Receptive- Listening • Expressive- Speaking • Receptive normally develops before expressive • Frustration occurs when someone can not effectively communicate their needs

4. Promoting Communication Receptive Communication- • Use visual directions & cues • Use visual rules/behavior systems • Use picture schedules/visual timers Expressive Communication- • Sign language • Technology ( ex. Dynavox) Both- • Implement PECS (Picture Exchange Communication System)

5. Preparing for PECS • Take notice of the toys and foods that your child enjoys, and have them ready for when you begin. • Have small pictures of the desired objects ready. • Two people will be required to assist your child during the beginning phases of PECS, a Communicative Partner and a Physical Prompter

6. Role of the Communicative Partner (CP) • Entice the child with a desired object • Remain silent while enticing the child with the desired object. • After the child reaches towards you with the picture, open your hand to receive the picture. • Reinforce child within a ½ second of request by giving the child the desired item. • When you give the child the item you can say the name of the item, and verbally praise them.

7. Role of the Physical Prompter (P) • Sit behind the child. • Wait for them to reach for the desired object. • Take their hand, help them to take the picture and exchange with the (CP). • Please remain silent throughout the entire process!

8. Phases of PECS • Phase 1- • Phase 2- • Phase 3- • Phase 4- • Attributes- • Phase 5- • Phase 6-

9. Phase I • Objective- The student will approach CP and exchange a picture for a desired object. • 1.) This phase requires two people to assist student. CP should be sitting across from child. P should be sitting behind child. • 2.) (CP) should begin by enticing the child with an item that they like. The (CP) should remain silent. • 3.) When the child reaches for the item, the (P) should take the child’s hand grab a picture of the item in front of them, and release it into the CP’s hand.

10. Phase I cont. • After receiving the picture, the CP should immediately give the child the object and say the name of the object. i.e. (cookie!) • The P can fade off when the child can pick up the picture, reach to the CP, and release the picture without assistance. • The CP should fade away open hand as the child progresses. *Goal is 30-40 trials per day. Try Phase I throughout different parts of your child’s day. (play, lunch, dinner)

11. Phase I Video • Video 2(2).wmv

12. PHASE II “Distance & Persistence” • Objective- Teach student to be persistent & travel to CP with picture. • 1.) CP should be in front of child. P should be behind child. Communication binder should be placed in front of child with a picture of the desired object. • 2.) CP should entice child with a desired object. • 3.) The child should be able to remove the picture from the binder and hand to the CP. The CP should given the child the object and say the name of the object. (Cookie!)

13. PHASE II CONT. 4.) When the child is able to remove the picture from the binder, the CP should move away from the binder (A few feet), and entice the child with an object from a distance. 5.) When the child reaches for the object, the P should help the child pick up the picture, get up, and travel to the CP. The picture should be released to the CP’s hand. 6.) Change the location of the CP, and the communication book throughout this phase. * DO NOT SAY GO GET YOUR BOOK!

14. Phase II video • Video 4 (2).wmv

15. PHASE III A Discrimination Preferred item vs. Non-preferred item. This phase only requires a CP. 1.) Place two items in front of student. (1 item that they and 1 that they do not like) i.e. (candy & broccoli) • If the student chooses the correct picture- give them the item & then move pictures around on the book. • If the student chooses the incorrect picture, use the four step error correction procedure on the following page.

16. PHASE III A 4 step error correction 1.) Model- Point to picture on the book and label 2.) Prompt- Physically prompt your student to give you the picture of the preferred item. 3.) Change- Change the subject- turn the book over 4.) Repeat- Entice with both items again.

17. PHASE III B Preferred vs. Preferred 1.) Begin with two items that the child likes. 2.) When the child gives you a picture, tell the child to “Take it.” • This is a correspondence check- does the child discriminate the pictures? • If the child exchanges an incorrect picture block their access to that item, and go back to the 4 step error correction.

18. PHASE III B • After the child begins to understand this phase increase to 3,4, and 5 preferred items. • Teach your child that they have to look inside of their book for pictures that they need.

19. Phase III Video • Video 6.wmv

20. Phase III b. Video • Video 7.wmv

21. PHASE IVSentence Structure Commenting Objective- Student will create a sentence strip with a sentence starter and picture of desired object (ex. I want cookie)

22. Phase IV cont. • Steps: • 1. Remove “I want” icon • 2. Place it on sentence strip • 3. Remove picture of desired object • 4. Place it on sentence strip • 5. Remove sentence strip • 6. Hand communication strip to CP • 7. CP points to each picture and gives opportunity to respond • 8. CP reads sentence strip and gives child desired object

23. Phase IV Video • Video 8.wmv