Picture Exchange Communication System (PECS) Phase 4

PECS Picture Exchange Communication System

What is PECS? • A technique that allows a child who cannot talk clearly to request things they want.

• It teaches children to give a picture of an object to an adult who immediately gives them the item on the picture.

• The system goes on to teach a child to tell the difference (discriminate) between pictures and then how to make a simple sentence.

Getting ready for PECS • Identify powerful reinforcers – Items your child exerts effort to gain access to.

– Items your child really likes.

(May not necessarily be a tangible item, may be an activity, action or event) • Making sure that you have the correct pictures for things that your child likes.

Setting the Stage for PECS • Do not pre-empt communication – Do not anticipate and meet needs – Do not speak for your child.

• Create and capture 40 – 50 times opportunities a day for communication.

• Expect communication all day!

Phase 4 – sentence structure • Objective – Teach the child to construct and exchange a sentence strip while maintaining a requesting function.

New process to learn: • 1. Get book • 2. Remove ‘I want’ symbol from book • 3. Put ‘I want’ symbol on sentence strip • 4. Remove reinforcer symbol from book • 5. Put reinforcer symbol on sentence strip • 6. Remove sentence strip • 7. Give sentence strip to communicative partner.

Phase 4 ………….

Step 1 – Adding reinforcer picture to sentence strip • Attach the ‘I want’ to the left of the sentence strip. The child will remove the reinforcer picture from the books and reach towards you (as previous stage) THIS IS THE INITIATION AND WE MUST WAIT FOR IT! • Now they have initiated, prompt them to put the picture on the sentence strip next to the ‘I want’ picture. Guide them to give you the sentence strip.

• Respond by reading the sentence strip to the child (turn the strip to face the child and point to each picture as you say it).

• Reduce prompts so that the child is independently adding the reinforcer to the strip and exchanging it.

• This step is mastered when they are able to: Attach the picture of the desired item to the sentence strip, approach the communicative partner, and give the entire strip with no prompting.

Phase 4 ………….

Step 2 – Manipulating the ‘I want’ picture.

• Move the ‘I want’ symbol to the left of the book. The child will reach for the reinforcer symbol, so block them and prompt them to pick up the ‘I want’ picture first and put it on the strip.

• The strip is now the same as in step 1 so the child should complete the rest of the sentence independently.

• Fade all physical prompts over time so they are constructing and exchanging the sentence strip independently.

Phase 4 ………….

• • • •

Reading the strip When the child puts the sentence strip in your hand, turn the strip to face them and physically prompt him to point to each picture while you read it.

Gradually reduce prompts so the child is pointing independently.

Delayed prompting Pause when reading the sentence strip - allow 3-5 seconds pause.

If the child doesn’t fill it then continue with the sentence.

• * NEVER INSIST ON SPEECH – this is undermining the child’s acceptable form of communication (PECS).

Phase 4 ………….

• If the child puts the pictures on the strip in the wrong order, don’t worry! Switch them round and turn the strip to read.

• If they often put the 2 symbols in reverse when they exchange pretend not to know what they want and return the pictures to the book. If this isn’t enough of a cue to correct it, prompt them from the beginning of the sequence.

• Children can request multiple items at once, eg • “I want juice biscuit” • “I want paper pens”

Video Example

Remember!!!!

• Never undermine a student’s use of PECS – it is their voice.

• Never take the book or symbols away!!