pecs siesta
DESCRIPTION
Fiesta. PECS Siesta. Michelle PSY 671. Sentence strip: used to make sentences with icons. PECS book. Icons. PECS. P icture E xchange C ommunication S ystem PECS is used througout the Early Childhood Developmentally Delayed (ECDD) classroom at Croyden - PowerPoint PPT PresentationTRANSCRIPT
PECS SiestaMichelle PSY 671
Fiesta
PECS• Picture Exchange Communication System
• PECS is used througout the Early Childhood Developmentally Delayed (ECDD) classroom at Croyden
• PECS uses an icon exchange to mand (ask for) or tact (label) objects
PECS book
Sentence strip: used to
make sentences with icons
Icons
Setting and Participant Description
• Setting: Croyden Avenue School• Participants:
– Undergraduate tutors – graduate tutors– Supervisors– And the children, of course
• This intervention is currently hypothetical, but will hopefully be implemented next year
Current Icon Request Protocol
• Tutors write what icons they need on a sheet by the playroom
• The supervisor reads the sheet and distributes the icons
--OR--• The tutor puts a red square on the outside of
the booth• When the supervisor comes over the tutor
tells the supervisor what icons are needed
Reason to Intervene• Tutors and children are currently not receiving
icons for reinforcers in a timely manner• Therefore the child cannot ask for a reinforcer if
they don’t have the icon for it– This takes away from learning opportunities
• Tutors are not asking for all icons– Tutors typically only ask for icons as they need them
• The current icon request protocol is inconvenient and ineffective
Competing Contingencies
• Filling out the icon request form only slightly raises the probability of receiving icons before the next preference assessment
• The icon request form is rarely filled out because:– Tutors forget what
icons they need since they are in the playroom
– Filling out the form takes away time and attention from their child
Natural Contingencies
A preference assessment is when
the child picks out new toys
Ineffective Natural Contingency
No probability ofReceiving icons
Before nextpreferenceassessment
Tutor fills out Icon request form
Slightly higherProbability of
Receiving iconsBefore nextpreferenceassessment.
The probability is too low to control the tutors behavior
Natural Competing Contingency
Given amount ofTime and attention
For child
Tutor fills out Icon request form
Less time and Attention for
child
Penalty of the loss of time
Baseline Graph
Baseline Graph Description
• Tutors had an average of 45% of their icons over the baseline period
• This means the child could have 55% more learning opportunities than they currently do
Specify the Performance Objectives
We want tutors to have all of their icons for all of their reinforcers at all times
This will increase the child’s learning opportunities
Input-Process-Output Model(Tutors with new icons)
Distribution: supervisor distributes icons(supervisor with new icons) Production: supervisor puts old icons away and gathers new icons
(Supervisor with forms and old icons) Distribution: supervisor obtains envelope
(envelope posted and ready to be picked up) Distribution: post filled envelope on booth
(icons and form in envelope) Distribution: put icons and form in envelope
(completed form and old icons) Production: fill out form
(Incomplete form and new toys)
Goal Specification Form
Output Envelope posted and ready to be picked up by supervisor
Standards
Quality
Current Ideal
Icons not representing toys
Icons a direct picture of toy
Quantity 45% of icons 100% of icons
Timeliness2-3 days of filling out form
With 24 hours
Cost $40 per semester $45 per semester
Process Post envelope with old icons and completed form inside on outside of booth
Production: Distribution_ X__ R&D__ _
Input Old icons and form in envelope
Design the Intervention
• Tutors will lose points if the fail to:– Fill out the Icon Request Form
– place it in the envelope
– Place the old icons in the envelope
– Post the envelope on the outside of the booth
The icon request form is the same as the old preference
assessment sheet
Performance Management Contingency
Avoidance of loss of points
Tutor will losePoints
Tutor fills out Icon request formAnd posts it with
Old icons onOutside of booth
Tutor will notLose points
Deadline: before monitoring
Theoretical Contingency
Tutor fears lossOf points
Tutor fills out Icon request formAnd posts it with
Old icons onOutside of booth
Tutor does not Fear loss of
points
Escape
Implementing the Intervention
• Implemented: July 31,2008
• Tutors were trained in the new procedures on July 30th at weekly seminar meeting
• The tutors avoid the loss of points by completing the form and placing it and the icons in the envelope
• Points will be deducted if the tutors are missing icons when they are monitored
Evaluate the Intervention
Timmy's Icons
0123456789
1 2 3 4 5 6 7 8 9
Days
Nu
mb
er o
f Ic
on
s
Baseline Intervention
Evaluate the Intervention
• The intervention increased the average number of icons to 83%
• This is a difference of 38%
Problems
• The icon request sheet was previously the preference assessment sheet
• The sheet only had space for 5 reinforcers per preference assessment
• So, many tutors were only asking for the 5 most preferred reinforcers
• I created a new sheet with room for 9 reinforcers
Evaluate the Recycle
Timmy's Icons
0123456789
1 2 3 4 5 6 7 8 9 10 11 12 13
Days
Nu
mb
er o
f Ic
on
s
Baseline RecycleIntervention
Evaluate the Recycle
• The recycle increased the average number of icons to 88%– This is an additional increase of 5%
• This was an overall average increase of 43%
Questions or
Comments???