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PECS Picture Exchange Communication System

PECS Picture Exchange Communication System. Is a Systematic approach to teaching communication created by Lori Frost, M.S., CCC/SLP and Andy Bondy, Ph. D. Uses visual graphics and hand to hand exchange Was created specifically for use with children who have autism

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PECS Picture Exchange Communication System

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  1. PECSPicture Exchange Communication System Is a Systematic approach to teaching communication created by Lori Frost, M.S., CCC/SLP and Andy Bondy, Ph. D. Uses visual graphics and hand to hand exchange Was created specifically for use with children who have autism Has a user manual that outlines the 6 phases of communication training (Frost & Bondy, 2002)

  2. PECS Before you begin: -read the PECS training manual -assess the student’s reinforcers -prepare materials you will use (visuals, communication book, velcro etc.)

  3. Phase 1How to Communicate OBJECTIVE: The student… 1) sees the highly preferred object 2) picks up a picture of the item 3) reaches toward the communicative partner 4) releases the picture into the hand of the communicative partner’s hand

  4. Phase IIDistance and Persistence OBJECTIVE: The student… • Goes to the communication board • Pulls off a picture • Goes to the communicative partner • Gets the communicative partner’s attention • Releases the picture into the communicative partner’s hand

  5. PHASE III Picture Discrimination OBJECTIVE: The student.. 1) Requests desired items by going to a communication book 2) Selects the appropriate pictures from an array 3) Goes to a communication partner 4) Gives the picture to the communication partner

  6. Phase IVSentence Structure OBJECTIVE: The student… • Requests present and non-present items using a multi-word phrase by going to the communication book • Picks up a picture/symbol of “I want” and puts it on a sentence strip • Picks out the picture of what is wanted and puts it on the sentence strip • Removes the sentence strip and and gives it to the communicative partner

  7. Attributes (sub step in Phase IV) OBJECTIVE: The student… • Goes to his communication book and retrieves an attribute icon and a reinforcer icon • Puts the icons on the sentence strip and hands it to the communicative partner • Uses a variety of attribute icons and combines attributes to formulate sentences containing more than 3 icons

  8. Phase VResponding to “What do you want?” OJECTIVE: The student… • Spontaneously requests a variety of items • Answers the question, ‘What do you want?’

  9. Phase VICommenting OBJECTIVE: The student… 1) answers the questions, ‘What do you want?’ ‘What do you hear?’ ‘What is it?’ 2) spontaneously makes requests 3) spontaneously makes comments

  10. Additional Communication Skills • Request help • Indicate “no” to Do you want? • Indicate “yes” to Do you want? • Request “Break” • Respond to “Wait” • Follow Functional Directions • Responding to Transitional Cues • Following a Visual Schedule

  11. Discussion Is this a feasible option to teach communication? What are the pros and cons of using PECS?

  12. What Does the Research Say? PECS is a highly to moderately effective AAC system that increases functional communication

  13. What does the research say? BENEFITS Socially Valid easy to transport easily understood by untrained persons including peers inexpensive skills can be acquired in a reasonable amount of time Based in Evidence uses ABA principles uses concrete visuals and preferred reinforcers Usable with a Diverse Population of People with Autism effective with people with autism across diagnosis, age, gender, race Enhances Social Interactions decreases problem behaviour uses social approach to communication

  14. What does the research say?LIMITATIONS Phase V and VI although evidence supports the use of phase I - IV, further research must be conducted for the effectiveness of phase V and VI Speech and Vocalizations no conclusive evidence regarding the improvement of speech or vocalizations in participants Fidelity complex system with many teaching procedures training of the ‘trainers’ is time consuming and complex training of the student initially requires 2 trainers and is time consuming Must be modified for some students visually impaired; those with gross motor difficulties; those who cannot discriminate

  15. References Dogoe, Maud., Banda, Devender., Lock, Robin. (2010). Acquisition and Generalization of the picture exchane communication system across settings, perons, and stimulus classes with three students with autism. Education and Training in Autism and Developmental Disabilities. 45(2) pp.216-229. Frost, Lori, & Bondy, Andy, (2002). The Picture Exchange Communication System Training Manual. Newark , DE: Pyramid Educational Consultants. Ganz, B. Jennifer, Earles-Vollrath, L. Theresa, Heath, K. Amy, Park, I. Richard, Rispoli, J. Mandy, & Duran, B. Jaime (2011). A meta-analysis of single case research studies on aided augmentative and alternative communications systems with individuals with autism spectrum disorder. Journal of Autism and Developmental Disorders. 41(1), pp 60-74. Hart, L. Stephanie, & Banda, R. Devdner (2010). Picture exchange commiunication system with individuals with developmental disabilities: a meta analysis of single subject studies. Remedial special education, 31(6) pp. 476-488.

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