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Introduction to PECS

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 Regional Systems Coordinator

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Agenda

 Understanding the necessity of Functional communication

 Teaching students to communicate

 PECS overview Phase 1 and 2

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What is functional communication?

  Functional communication skills are forms of behavior that express needs, wants, feelings, and preferences that others can understand.

  When individuals learn functional communication skills, they are able to express themselves without resorting to problem behavior or experiencing communication breakdown.

(National Joint Committee for the Communication Needs of Persons with Severe Disabilities, asha.org )

Communication needs 3 components to really be functional

1.  understandable 2.  directed toward a person 3.  appropriate.

If not, the end result will often be something unintended!

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Understandable


Communication must be understood by potential communication partners.

(If a family member or para are the only ones who know what the student wants or needs then we need to look at augmenting communication and/or training others to understand the communication that exists)

Communicating with out direction is as effective as using

fireworks to light a candle.

D I R E C T I O N

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Appropriate


Communication needs to be appropriate for the situation and the intended receiver.

(communicating “go away” by pushing is effective but not

appropriate.)

A student will continue using in appropriate or ineffective behaviors to communicate until you give them a

better and easier way to do it.

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Examples of communicative behaviors

 Talking  handing an object

or picture  Gestures/signs  Crying/screaming  Hitting/kicking  Pulling to an

object  Looking

 Touching/pointing/ showing

 Leaving/running   sleeping   Self injurious

behaviors  Many more….

How many of these behaviors would you consider functional? •  Understood by

the communicative partner

•  Directed

•  Appropriate

If it is not functional could we shape the behavior?

AAC Augmentative/alternative communication

  We use multiple methods of communication throughout the day: talking, texting, writing , email, facial expressions, body language, gestures.

  AAC is a method, system or devices used when speech needs to be supplemented or has not developed.   Examples of AAC: Picture Exchange (PECS),

Sign Language, cued speech, low technology and high technology communication devices, writing, texting.

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Myths of AAC

 Kids don’t want to talk when they have an AAC system

 Speech Pathologists stop working on speech when there clients are using an AAC system

 People should only use one mode of AAC  Hi tech is better

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Making communication Meaningful

  Teach communication during real activities with real materials. When activities make sense, the student is often more motivated to communicate.

  Don’t repeat activities over and over that don’t make sense

  Teach skills that build independence   Teach across all environments   Use high interest reinforcers to teach

communication.

“A functional skill is an action that will be performed by someone else if a person with disabilities does not perform it”

Lou Brown, 1984

Don’t miss opportunities to

Teach Communication

We miss opportunities to teach when:

  everything is too easy to access in the environment. There are no reason to communicate.

  we are not familiar with the student’s current skills and do not teach the next step.

  we take the lead and don’t allow opportunities for the student to initiate.

PECS recommends :

Aim for at least

30 to 40 opportunities

to communicate

a day.

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Communication is an All Day Every Day

Activity   2 approaches to Generalization

  Train a skill to mastery and then generalize   Teach generalization from the beginning-

to teach generalization from the beginning we teach skills using different communication partners, different pictures in different settings throughout the day. The more you vary in the beginning, the easier it is to generalize in later stages.

CAPS- Comprehensive Autism Planning System Shawn Henry and Brenda Smith Myles- texasautism.com Communication across the day- PECS


Student: Date:

Day Time

Session Activity

(e.g. snack, free play, etc.)

Staff Item PECS Phase

Number of exchanges ( )

Total per Session

Any Comments

Monday 9.00-10.00

Free play Koosh Keyboard Bubbles Puppet drum

IV

12

10.00-10.30

Snack Crisps Biscuits drink

IV

13

10.30-11.00 Playground bike IV 1

DATA FORM: PECS Exchanges across the day©

© Copyright, 2002-2005 Pyramid Educational Products, Inc. May be reproduced Developed by Sue Baker, Pyramid Educational Consultants, UK Ltd.

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Understand how the student communicates

  In order to respond to attempts to communicate, we have to recognize those attempts.

Be a detective. Not all communication looks alike.

• PECS Critical Communication Skills Checklist


Name: Date:

Skill Example Appropriate? 1. Request reinforcers

edibles toys

activities 2. Request help/assistance 3. Request break

4. Reject 5. Affirm/Accept

6. Respond to “Wait”

7. Transition b/w activities 8. Respond to directions

Visual Directions Orient to name being

signaled “Come here”

“Stop” “Sit down”

“Give it to me” “Go get…” (familiar item)

“Go to…” (familiar location)

“Put it back/down”

“Let’s go/ Come with me.”

ORAL DIRECTIONS Orient to name being

shown “Come here”

“Stop” “Sit down”

“Give it to me” “Go get…” (familiar item)

“Go to…” (familiar location)

“Put it back/down”

“Let’s go/ Come with me.”

9. Follow visual schedule

Critical Functional Communication Skills Checklist©

Copyright, 2003-2005, by Pyramid Educational Products, Inc. May be reproduced

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The Power of Reinforcers

  Reinforcers -vs.- Bribes   Social reinforcers-vs.-tangible reinforcers:

What do you work for?   Natural reinforcers are the best when

possible. “You get to go outside when you put your shoes on”, but sometimes reinforcers need to be more frequent when learning a skill.

  When teaching a new skill, reinforcers should be delivered within ½ a second.

  Rotate your reinforcers


Helpful Handy Hints© Behaviours Observed

The student gazes at lights or out of the window, fixates at rotating objects, looks at his hands or flaps his fingers in front of his eyes.

Type of self-stimulation

Visual

Spinning discs Laser discs Spinning toys Sand Egg timers or oil droppers Snow globes TV or video Computer screensaver programmes

Light toys (such as spinning fan or ball) Flashing toys (such as bouncing ball or stress toy) Spinning tops Wind-up toys Coloured acetate sheets

Executive toys (such as swinging balls) Sparking toys (such as toy gun or spinning toy Kaleidoscope View Master Coil toys

Useful websites SEN Switcher http://www.northerngrid.org/ngflwebsite/sen/intro.htm Priory Woods School http://www.priorywoods.middlesbrough.sch.uk

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Reinforcer assessment

  Present student with a selection of edibles or toys (5 to 8 at a time)

  Determine which item(s) the student actively and repeatedly selects within 5mins

  Remove most preferred item and determine which other items are also preferred

 Repeat the procedure with toys and non-edible items

Handy Hints “Finding

Reinforcers” Handout

Decide on a Symbol System

  Consider size of pictures   Black and white versus color   Boardmaker & Picture This Software   Google, Computer sites

(www.dotolearn.com)   Digital camera pictures   Product wrappers   Hand drawn pictures   TOBI- True object based icon

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Phase 1: Physically Assisted Exchange Every student starts with phase 1


1.  Present 1 picture at a time Picture identification is not a prerequisite No time is spent teaching the child to sit or look at the trainer. Phase 1 takes advantage of the child’s strong interest in the reinforcer.



2. Two trainers are used to teach the child to communicate spontaneously

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One trainer is the communicative partner. They sit across from the child and draws the child’s attention to the reinforcer. She does not talk, ask questions or aid the child.

Once the child sees a preferred item, the natural response it to reach for it. This is the child’s first initiation!


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Phase 1: Physically Assisted Exchange   The other trainer is the physical prompter. They will physically assist the

child to engage in communicative behavior.   When the child reaches for the object, the prompter guides their hand to

the picture. 1.  Pick up picture 2.  Reach toward communicative partner 3.  Release the picture into their hand.

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

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Once this happens reinforce immediately as if the child had said the word.


• Give the reinforcer to the child- immediately

• Label the reinforcer

• Act excited!!! (but don’t scare them)

Phase 1 Tips

  When ever you start, allow the student to play with the object for a few seconds to make sure it is still reinforcing. “First one is Free”

  Remember aim for 30 – 40 opportunities during the day   While waiting put your “other hand” on the wrist of the hand

holding the reinforcer. That way you won’t be tempted to open your hand until the student reaches.

  Reinforce immediately (social and tangible- “good” + reinforcer)

  Fade physical assistance Fade open hand cue   Switch reinforcers during lesson   Prompter should probably be the one taking data   Once student is completing phase 1 without prompts 80% of

the time- move to Phase 2

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What If? Phase 1

  What if the student won’t give up the reinforcer   Have more than one of the same reinforcer or

Use edible or consumable reinforcers (bubbles)   What if the student gets tired of the reinforcer

  offer another reinforcer or end the session   The student has difficulty picking up the picture

  Modify the type of symbol and consult with your team   The student becomes upset when the reinforcer

is taken away   Start with a less desired reinforcer then when the

student is playing with the item, entice with a more desired item.

  When they protest- treat this as the next initiation- begin the prompting process again.

Think of possibilities for prompters at your school

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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

Phase 2: Distance and Persistence

1.  2 people are still required 2.  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

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Phase 2 Tips continued

 Trainer immediately returns picture to communication book after exchange

 Student can be responsible for book  Assign a specific place in the classroom

(or home) for the PECS book  Do not insist on speech but do

celebrate speech  Do not skip phase 2!

What If? Phase 2

 What if my student is in a wheel chair?   Introduce a bell or switch with a

recorded message, i.e.“ Come here please” or “I have something to say”

 What happens when the student leaves the classroom?   He takes his book with him!

REMEMBER: Communication occurs all day

 What if the student takes the picture to the wrong person. Back step- this is a sequential activity.

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http://www.youtube.com/watch?v=ZP48lxnNdHM

http://www.youtube.com/watch?v=tr3lQXNEcps&playnext=1&list=PLC8DEC732D02A34B2

Phase 1 video

Phase 2 video


We honor every request during phase 1 and 2.

Tune in next time for: How to say “NO”

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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

Thank You!

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]