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Parent Workshop: September 24, 2013

A way of communicating by exchanging pictures. PECS is based on the principles of Applied Behavior Analysis (ABA), which is basically studying behavior and manipulating what happens right before and/or right after a behavior to either increase or decrease that behavior.

For example: When a child gives the cracker picture to an adult who has the crackers, he gets a cracker. Giving the picture is the behavior. Getting the cracker is the consequence (happens after the behavior) that will likely increase the desired behavior (assuming the child likes crackers).

PECS is data-driven to ensure effective teaching. Made up of phases that will help your child learn to communicate throughout his day in multiple environments with multiple communicative partners. This workshop focuses on phases I, II and III.

If your child does not have a functional way to communicate with verbalizations or sign language, PECS may be an answer. People are highly motivated to communicate when that communication will get them something that they like or want. When we teach a speaking child about communication, we also begin with requesting (mand training). Can help with behavior problems by giving the child some control over his environment and teaching him an appropriate way to get something he wants. Does not inhibit speaking. PECS can actually enhance speech development.

Make sure you know what the child really wants by offering items up for free to see if he will eat them/play with them. If he doesnt want it, offer him something else until you find something he wants. You can conduct reinforcer assessments as well.

A reinforcer assessment is showing him at least two items to see which one he picks. Let him have what he picks to make sure he wants it.

You want to be sure to use what is highly motivating for the child at the time.

Children learn that communicating is picking up a picture, reaching toward another person while holding the picture and releasing the picture into the communicative partners hand. Children learn that these steps will result in getting something they want. 2 trainers are ideal for this phase. One is the communicative partner in front of the child with the goods and one is the physical prompter.

Entice child with item. When the child reaches for item, the trainer behind the child will physically prompt the child to pick up the picture and give it to the communicative partner. The partner then quickly (within second) gives the child the desired item. Give NO verbal prompts. Say the name of the item as you are giving it to the child, in addition to verbal praise.

Once child is able to release picture into the communicative partners hand, the physical prompter begins to fade prompts for releasing. The trainer then fades prompts for reaching and finally for picking up the picture. In this video, the physical prompter prompts child to pick up picture. Child is already reaching with picture and releasing it into the communicative partners hand independently. NO verbal prompts from either adult.

During this phase, , we collect data on whether the child can PICK UP, REACH, and RELEASE with the picture. Once the child is performing these steps consistently, we begin fading the open hand prompt. Video no open hand prompt.

Correcting Errors
Back up and begin again. For example, if the error occurs on the release, put the card back on the table. Child should pick up and reach independently as he did before. When it comes time to release the picture, provide physical prompting to ensure he gets this correct. Give less of the reinforcer for prompted actions. Save the big reinforcer for when child completes steps independently. You want the child to get the entire chain (pick up, reach, release) correct consistently so that they learn without errors. End with successful trials.

Child gets a PECS book to house all pictures at the end of Phase I/beginning of Phase II even though you are still only presenting one picture at a time. This is the phase that lasts forever. You will come back to this phase every time child learns a new PECS skill. Children learn to get the attention of the communicative partner and to find the picture they need.

What to do: Give NO verbal prompts. Continue to use a variety of pictures, but still only present one at a time on the front of book. Make sure the child really wants what you are offering by paying attention to them while they have the requested items and conducting reinforcer assessments. Use many different adults, children, siblings, etc. as communicative partners.

Step 1: Teach traveling to the communicative partner. PECS book is near child with 1 picture on the cover. Adult slowly increases distance between herself and the child. Begin with hand near body so that child has to reach to find it to exchange the picture. Adult entices child with preferred item Use a physical prompter if possible, especially when first beginning this phase. Fade this person as quickly as possible. If child struggles, decrease the distance.

Traveling to Ms. Cargile (the communicative partner), with Ms. Moree as the physical prompter.

Step 2: Increase distance between child and communication book.

Once child is traveling consistently 5-8 feet to communicative partner without a physical prompter begin to move the PECS book away from the child. Continue to move picture all around on front of book, including putting it upside down and sideways so that the child does not get used to it looking the same or being in the same place all the time. Slowly increase the distance between the book and the child and begin to move it so that it is not in the direct line of the communicative partner.

Get rid of all prompts or cues such as the expectant look, body orientation and eye contact. Turn away from the child so that he has to persist in getting your attention or putting the picture in your hand. Physical prompter may be needed to help child learn to get the partners attention. Practice in different environments so that the child is not always sitting at a table. Begin keeping PECS book in the same place at home so that the child always knows where to find it when needed. Take the PECS book with you when you leave home. Child should start carrying his own book. Adult should always put the pictures back on the books. Child should never do this after an exchange.

Correcting Errors:

Same as Phase I
Back up, begin again Physically prompt step where error occurred More independence = more reinforcer

This phase is broken down into 2 parts. Phase IIIA Children learn to discriminate between preferred and non-preferred pictures. Phase IIIB Children learn to discriminate between multiple preferred pictures.

Begin with 1 highly preferred items picture and 1 non-preferred items picture. This way we know what the correct picture is because we know what the child wants. What to do:

NO verbal prompts Conduct reinforcer assessments often Need to have an idea of what the student really does not like or care about (ex. celery, spoon, sock). Be sure to vary these non-preferred pictures/items Use a variety of communicative partners Use front cover of PECS book Move both pictures around

Steps to follow: Entice the child with both items. Can use 1 hand so the other hand is free to take the picture. When the child touches the correct picture begin giving verbal praise and bringing the item toward him. This lets him know hes correct and will get what he wants soon.

Step

Teacher
Entice with both items

Student
Gives incorrect picture

When the child touches the nonpreferred picture, say nothing, but bring the item toward him. Give it to him. A negative reaction here is good. Follow with the 4 step error correction procedure.

Give corresponding item Reacts negatively MODEL or SHOW PROMPT Show or tap target picture (get student to look at target picture) Hold open hand near target picture or physically prompt Gives target picture Praise (do not give item)

SWITCH

Do something you know the student will get correct to visually distract him. Example: Give 5, have child look at something, or delay
Performs switch

REPEAT

Entice with both items Gives correct picture Praise and give item

What to do:

Use cover of PECS book Begin with 2 pictures only Entice the child with items (can use a tray to display items) Once child gives a picture, conduct a correspondence check. To do this hold up all the items and say, Take it, Go ahead, or Get it. Praise child when he is reaching for the item he requested. Follow error correction steps (see attached) when he does not reach for the item he requested.

Opened book to keep him from going inside. He gave picture of BOOK Moree says Take it and he does!

When child is consistent with 2 pictures, move onto 3. Continue to increase the number of pictures until you get to 5. Once children can discriminate between 5 pictures on front cover of book, they are ready to learn to go into their book to look for what they want. Dont forget to practice traveling again (Phase II) to make sure the child is still able to do this. When you introduce a new picture, you can conduct a mini-lesson by putting it on the front cover with other pictures from inside the book.

Step

Teacher Entice with both items

Student

Gives a picture

Say Take it, Go ahead, etc.


Reaches for wrong item MODEL or SHOW PROMPT Point to, tap correct picture (of item student reached for) Hold open hand near target picture or physically/gesturally prompt to give picture Gives target picture Praise (do not give item) SWITCH Do something you know the student will get correct to visually distract him. Example: Give 5, have child look at something, or delay Performs switch REPEAT Entice with both items Gives picture Go ahead, etc. Takes corresponding item

Allow access and praise

Some students may have difficulty performing a switch or distractor task during the error correction procedure. If this is the case, try these ideas:

Have the student look at something else unrelated Delay Turn book over The goal is to visually distract the student so that they dont just repeat what they did before (during the prompted trial). Be sure to change up your switches. Complete the error correction sequence 2-3 times. If the child is still making errors, set him up to be successful by moving back to one picture on the front cover.

You can have boards set up around the house that are specific to those areas of the house. For example, you can have a board in the restroom. A dry toothbrush can be used to clean the loop velcro on the front cover of the book. A dirty PECS book is a good sign! It shows that it is being used! Let Ms. Moree know about new pictures needed. We keep a running list here and make new pictures every Friday (if not daily). I would rather make them because if they get lost, I have them saved and if a child forgets to bring his PECS book to school, I have access to the same pictures we can use for that day.

You may need to restrict access to some items to make sure the student is highly motivated for them. You can put a toy away for a while and limit access to favorite food items. Use PECS everywhere possible with as many different people as possible (i.e., grandparents, aunts and uncles, etc.) When using PECS with new people, siblings or peers, you can go back to just having one picture on the front cover of the book.

Please never hesitate to contact me if you have any questions! Thanks so much for taking the time to come to this workshop!

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