pecs part 2 4-12-11-5 - tasn - autism and tertiary ... · pdf filethe following person has...

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PECS Part 2 Picture Exchange

Communication System

KISN is funded through the Kansas State Department of Education's Special Education Services by a Title VI-B grant. Keystone Learning Services does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs

and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies: Deputy Director, Keystone Learning Services, 1220 Walnut Street, Oskaloosa, KS 66066, 785-863-3410.

Lori Chambers MS, CCC/SLP Regional Systems Coordinator

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Kansas Instructional Support Network - KansasASD.com

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Agenda

 Very brief review of phases 1 and 2

 PECS overview Phase 3 and 6

 Tips for saying “No” with PECS

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A student will continue using inappropriate or ineffective behaviors to

communicate until you give them a better and easier way to do it.

Remember this from last time?

Phase 1: Physical Exchange Every student starts with phase 1

1. Present 1 picture at a time 2. Entice with reinforcer 3. Wait for child to reach before

both trainers prompt. 4. Once student initiates, teach

motor response:   Pick Up   Reach   Release

**NO VERBAL PROMPTS

Goal: Initiation

Lesson Type: Sequential

Prompt: Physical 2- person Backward Chaining

Error Correction: Back step

Quick

RECAP

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Phase 2: Distance and Persistence

1. Attach 1 picture at a time to front of communication book.   The student goes to his/her communication book   Pulls the picture off   Goes to the adult   Releases the picture into the adult’s hand

2. Gradually increase the distance between the student and the trainer.

3. Gradually increase distance between the student and the communication book (a few inches at a time).

*Picture identification is not a prerequisite

NO VERBAL PROMPTS

Goal: Teach traveling and persistence

Lesson Type: Sequential

Prompt: Physical 2- person Backward Chaining

Error Correction: Back step

Quick

RECAP

Teaching Let’s Make a Deal- Phase 2

  1. Show student the potential reinforcer   2. Ask student to perform a slightly more

complex task ( 2 pieces to a puzzle )  Begin single picture direction following using a

visual representation of the direction you give the student

  3. Gradually delay time between the deal and giving the reinforcer. (first/ then card may be helpful)

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Get Ready- Set- Go Phase III:


  You will need to gather pictures of desired items and non-desired items for phase 3.

  Non-desired items can be things you know that the student really does not like or things that hold no interest for the student.

  You only need 1 person for this phase.

Phase 3A: Simple Discrimination

Attach 2 pictures at a time to front of communication book.   Entice with a preferred and non-preferred item

(start with things they strongly dislike)   Student then chooses between 2 pictures   give the student the object that corresponds

with the picture they chose (even if you believe it is the non-preferred item.

  if this occurs continually, check that the student is, in fact, interested in the “desired item”

  Rearrange pictures after a correct trial

Goal: discrimination

Lesson Type: Discrete

Prompt: 1 person

Error Correction: 4 step

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4 step correction

Step Teacher Student

Entice with both items

Gives incorrect picture

Give corresponding item

Reacts negatively

1. Model/show Point to correct picture

2. practice Hold open hand near or prompt student to exchange the picture

Gives target picture

Praise, do not give item

3. Change Distract student

4. Repeat Entice with both items

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Phase 3A Tips

  Still no verbal prompts   rotate the position of the pictures on the

communication board so that the student does not learn to identify them by their location (leaving them in the same place, discourages looking for the correct

 Only go through 4 step correction 2 times..after that go back to mastery level

  To make the difference between pictures even more obvious you can try:   Big vs.. small   Highly preferred vs.. blank

What If? Phase 3A  What if student gives the non-

preferred (distracter)picture?   Accept the picture and give the non-

preferred item.  What if the student plays with the

distracter?   Find a new distracter (It wasn’t boring

enough!)  What if the student rejects the

distracter   4 step error correction

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Correspondence check

  Show 2 items at one time (it is easier if you place items on a tray)

  Wait for picture exchange

  Offer both items to student and verbally prompt i.e. “go ahead, have some” or “take it”

  If student picks wrong item, do 4-step error correction

Phase 3B: Discrimination between Multiple pictures

Begin adding pictures on the front of the book for the student to choose from

  Move pictures around so that they are not always in the same order.

  Do a correspondence check each time you increase number of pictures.

  If student picks wrong item, do 4-step error correction

Goal: Discrimination


Prompt: 1 person


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Phase 3B: Discrimination between Multiple pictures

Teach the student to look inside   Clear all pictures from front   Open the book and place 2 pictures of

preferred items inside.   Entice the student with the 2 items   As he reaches for the picture gently close

the book so that he has to open it to get them. He may need to be prompted to open the book.

  Teach “looking through” the book as pages are added.

  Reintroduce elements of phase 2

Goal: Discrimination


Prompt: 1 person


Phase 3B Tips

 Once a student discriminates between 5 pictures, he is ready to finish discrimination training.

 Offer items on a tray so they are easier to control

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Additional skills for Phase 3

 1. Begin teaching the student to answer, “ Do you want this?”

 2. Introduce visual symbols for :   Help   Break   wait

Help

Create opportunities (use 2-person prompting if needed)

  Sabotage things, create opportunities   Reinforce for asking for help!

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Teach Break cards

 Allows for an appropriate way to request a break – reduces tantrums

  Student given set number of “break cards” that can be used throughout the day

  “Break cards” are not to be exchanged for reinforcers, they provide a few minutes free from the scheduled activity

Teach Wait cards

 Works as promissory note for requested item

 Communicative partner exchanges picture of requested item for the “wait” card and says “Wait”

  Student holds the card for 1 or 2 seconds, then give the student the requested item.

 Gradually increase the amount of time the student waits for the requested item.

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Get Ready- Set- Go Phase IV:


  create a sentence strip out of cardboard or plastic. Put a velcro strip on it for pictures. Attach it to the communication binder

  create a picture for “I want”

Phase 4: Sentence Structure

  Use of Sentence Strip   Start with a stationary “I

want” and just 1 picture   Then try moving the “I

want” picture plus the desired picture

  The student pulls off the strip and hands it to the communication partner

  Move to multiple choices

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Phase 4 Tips

 When student is at stage of adding both the “I want” card and the item picture, keep the “I want” card in the upper left hand corner of book.

  Turn the whole strip towards the student while saying “you said, ‘I want………”

  Communicative partner is responsible for returning the card and strip to the board

  Teach with both objects that are present and not present

  Have the student “tap out” the sentence strip

What If? Phase 4  What if student adds the second

picture to the strip first but puts it in the correct place?   That is okay!

 What if the sentence strip is handed to you with the pictures in the wrong order?   Back step error correction

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Begin adding attributes and additional vocabulary while

working on Phase 5

Phase 5: Answering “What do you want?”

  Zero second delay   Point to the “I want” card while asking “what do

you want?”   the student should be able to construct the

sentence.   Increasing delay interval

  Begin increasing the time between asking “what do you want?” and pointing to the ”I want” card

  Allow for opportunities for spontaneous requesting with in structured activities.

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Phase 5 Tips

 Don’t forget to continue working on the student’s skill in asking for things spontaneously- no prompts.

 We teach this phase because it is common for other to ask “what do you want?”

 This stage is usually moved through rather quickly.

Get Ready- Set- Go Phase VI:


  create pictures for “I see”, “I like”, “I feel”, etc.

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Phase 6: Responsive and Spontaneous Commenting

 “What do you see?”  “What do you see?” versus

“What do you want?”  “What do you have?”  “What do you see?” versus

“What do you want?” versus “What do you have?”

 Additional questions  Spontaneous requesting

Phase 6 Tips

 Match the reinforcers to the communicative act (i.e., tangibles for requests and social responses for comments).

 Use the pictures when you communicate with the student to model how to use them.

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How to say “No” with PECS (and live to tell about it!)

When do I transition the student to another Mode of communication?

  When student’s ability to use vocabulary in the new modality = the vocabulary being used in the PECS system.

  When rate of initiation using the new modality is = to PECS rate of initiation

  When length of utterance is equal   When new modality is at least 80%

intelligible to unfamiliar listener Don’t take away skills by changing the

modality!

PECS to speech PECS to Sign PECS to a voice output device

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References/Resources


  Pyramid Educational Consultants, www.pecs.com   The Picture Exchange Communication System Training Manual

2nd Edition, Lori Frost, Andy Bondy   PICS for PECS, 2010   (National Joint Committee for the Communication Needs of

Persons with Severe Disabilities, asha.org

  kansasasd.com   texasautism.com   do2learn.com   http://www.bbbautism.com

KISN is funded through the Kansas State Department of Education's Special Education Services by a Title VI-B grant. Keystone Learning Services does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs

and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies: Deputy Director, Keystone Learning Services, 1220 Walnut Street, Oskaloosa, KS 66066, 785-863-3410.

Please direct your questions/comments to: [email protected]

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