1 / 18

PECS Picture Exchange Communication System

PECS Picture Exchange Communication System. Lori Frost, MS CCC-SLP and Andrew Bondy, PhD. Presented by Tami Cassel, MA CCC-SLP Rhonda Johns, MS CCC-SLP. PECS is …. A communication system A way for non-verbal students or students with emerging verbal skills to initiate communication.

valentina
Download Presentation

PECS Picture Exchange Communication System

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. PECSPicture Exchange Communication System Lori Frost, MS CCC-SLP and Andrew Bondy, PhD Presented by Tami Cassel, MA CCC-SLP Rhonda Johns, MS CCC-SLP

  2. PECS is … • A communication system • A way for non-verbal students or students with emerging verbal skills to initiate communication

  3. PECS is not… • A visual schedule • Work baskets

  4. Principles of PECS • Communication Partner • Communication Facilitator • Pictures to communicate messages • 3-5 high interest items • 80% accuracy • Change activities to maintain interest

  5. Choosing Reinforcers • Items of high interest for the student • Small items or ones that can be separated • Variety for maintaining interest • DON’T use items that cause meltdowns

  6. Phase 1:The Physical Exchangestudent will: • pick up a picture • reach toward trainer • release picture into trainer’s hand

  7. The Physical Exchange • No verbal prompts • Two trainers: Communicative Partner Communicative Facilitator • Single picture

  8. Phase 2: Increase Spontaneitystudent will: • go to communication book • retrieve picture • take to communication partner

  9. Increase Spontaneity • No verbal prompts • Change trainers • One picture placed in different places • Increase distance between trainer and student • Increase distance between student and picture.

  10. Phase 3: Discrimination TrainingStudent will request a desired item: • go to communication book • select the appropriate picture • give it to the communication partner

  11. Discrimination Training • No verbal prompts • No travel, set up situation • 2 Pictures on board • High interest and low interest picture • Change picture positions • Correspondence check

  12. Phase 4: Sentence StructureStudent requests present and non-present items using a multi-word phrase • Picking up a symbol of I want • Putting it on a sentence strip • Choosing the desired picture • Putting it on a sentence strip • Giving strip to communication partner

  13. Sentence Structure • No Verbal Prompts • Stationary Picture: “I want” on the sentence strip, get desired picture, give to teacher • Moving Picture: “I want” on book with picture of desired item • Both placed on sentence strip and given to teacher

  14. Phase 5: Answering “What do you want?” • Student will spontaneously request a variety of items and can answer the question, “What do you want?”

  15. “What do you want?” • Delayed prompting • “I want” picture and sentence strip • Desired item available

  16. Phase 6: QuestionsStudent appropriately answers: • “What do you want?” • “What do you see?” • “What do you have?” • Questions are presented in random order

  17. Tami Cassel,MA CCC-SLP Tamic@ctech.aps.k12.co.us 303-326-1963 Rhonda Johns, MS CCC-SLP Rhondaj@ctech.aps.k12.co.us 303-326-1962 Questions and Comments

  18. Pyramid Educational Consultants 226 West Park Place Suite #1 Newark, DE 19711 http://www.pecs.com/

More Related