PECS Workshop

7/27/2019 PECS Workshop

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Parent Workshop:

September 24, 2013


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A way of communicating by exchanging pictures.

PECS is based on the principles of Applied

Behavior Analysis (ABA), which is basicallystudying behavior and manipulating whathappens right before and/or right after a behaviorto 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 thepicture is the behavior. Getting the cracker is theconsequence (happens after the behavior) that will likelyincrease the desired behavior (assuming the child likescrackers).


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PECS is data-driven to ensure effectiveteaching.

Made up of phases that will help your childlearn to communicate throughout his day inmultiple environments with multiplecommunicative partners. This workshopfocuses on phases I, II and III.


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If your child does not have a functional way tocommunicate with verbalizations or sign language,PECS may be an answer.

People are highly motivated to communicate when

that communication will get them something thatthey like or want. When we teach a speaking childabout communication, we also begin withrequesting (mand training).

Can help with behavior problems by giving thechild some control over his environment andteaching him an appropriate way to get somethinghe wants.

Does not inhibit speaking. PECS can actuallyenhance speech development.


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Make sure you know what the child really wantsby offering items up for free to see if he will eatthem/play with them. If he doesnt want it, offer

him something else until you find something hewants.

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 tomake sure he wants it.

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


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Children learn that communicating is pickingup a picture, reaching toward another personwhile holding the picture and releasing thepicture into the communicative partners hand.Children learn that these steps will result ingetting something they want.

2 trainers are ideal for this phase. One is the

communicative partner in front of the childwith the goods and one is the physicalprompter.


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Entice child with item. When the child reachesfor item, the trainer behind the child willphysically prompt the child to pick up thepicture and give it to the communicativepartner. 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.


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Once child is able to release picture into thecommunicative partners hand, the physicalprompter begins to fade prompts for releasing. Thetrainer then fades prompts for reaching and finallyfor picking up the picture.

In this video, the physical prompter prompts child topick up picture. Child is already reaching withpicture and releasing it into the communicativepartners hand independently.

NO verbal prompts from either adult.
http://youtu.be/ZP48lxnNdHM


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During this phase, , we collect data on whether the child can PICK

UP, REACH, and RELEASE with the picture. Once the child isperforming these steps consistently, we begin fading the open handprompt.

Video no open hand prompt.


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Correcting Errors Back up and begin again.

For example, if the error occurs on therelease, 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, providephysical prompting to ensure he gets this correct. Giveless of the reinforcer for prompted actions. Save thebig 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 learnwithout errors.

End with successful trials.


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Child gets a PECS book to house all pictures atthe end of Phase I/beginning of Phase II eventhough you are still only presenting one pictureat a time.

This is the phase that lasts forever. You willcome back to this phase every time child learns

a new PECS skill.

Children learn to get the attention of thecommunicative partner and to find the picture

they need.


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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 ofbook.

Make sure the child really wants what youare offering by paying attention to them

while they have the requested items andconducting reinforcer assessments.

Use many different adults, children, siblings,

etc. as communicative partners.


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Step 1: Teach traveling to the communicativepartner.

PECS book is near child with 1 picture on thecover. Adult slowly increases distance between

herself and the child. Begin with hand nearbody so that child has to reach to find it toexchange the picture.

Adult entices child with preferred item

Use a physical prompter if possible, especiallywhen first beginning this phase. Fade thisperson as quickly as possible.

If child struggles, decrease the distance.


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


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Step 2: Increase distance between child andcommunication book.

Once child is traveling consistently 5-8 feet tocommunicative 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 andsideways so that the child does not get used to itlooking the same or being in the same place all thetime.

Slowly increase the distance between the book andthe child and begin to move it so that it is not in thedirect line of the communicative partner.


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Get rid of all prompts or cues such as the expectantlook, body orientation and eye contact.

Turn away from the child so that he has to persist ingetting your attention or putting the picture in yourhand. 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 whenneeded.

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.


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Correcting Errors:

Same as Phase I

Back up, begin again

Physically prompt step where error occurred More independence = more reinforcer


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This phase is broken down into 2 parts.

Phase IIIA Children learn to

discriminate between preferred andnon-preferred pictures.

Phase IIIB Children learn to

discriminate between multiplepreferred pictures.


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Begin with 1 highly preferred items picture and 1non-preferred items picture. This way we knowwhat the correct picture is because we knowwhat 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 varythese non-preferred pictures/items

Use a variety of communicative partners

Use front cover of PECS book

Move both pictures around


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Steps to follow:

Entice the child with both items. Canuse 1 hand so the other hand is free totake the picture.

When the child touches the correctpicture begin giving verbal praise andbringing the item toward him. This letshim know hes correct and will getwhat he wants soon.


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When the child touches the non-

preferred picture, say nothing,

but bring the item toward him.

Give it to him. A negativereaction here is good. Follow

with the 4 step error correction

procedure.

Step Teacher StudentEntice with both items

Gives incorrect picture

Give corresponding item

Reacts negatively

MODEL or

SHOWShow or tap target picture

(get student to look at

target picture)PROMPT Hold open hand near target

picture or physically

promptGives target picture

Praise (do not give item)

SWITCH Do something you knowthe student will get correct

to visually distract him.

Example: Give 5, have

child look at something, or

delayPerforms switch

REPEAT Entice with both itemsGives correct picture

Praise and give item


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What to do:

Use cover of PECS book

Begin with 2 pictures only

Entice the child with items (can use a tray to displayitems)

Once child gives a picture, conduct a correspondencecheck. To do this hold up all the items and say,

Take it, Go ahead, or Get it. Praise child whenhe is reaching for the item he requested. Followerror correction steps (see attached) when he doesnot reach for the item he requested.


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Opened book to keep him from going inside.

He gave picture of BOOK

Moree says Take it and he does!


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When child is consistent with 2 pictures, moveonto 3. Continue to increase the number ofpictures until you get to 5.

Once children can discriminate between 5 pictureson front cover of book, they are ready to learn togo 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 frontcover with other pictures from inside the book.


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Step Teacher StudentEntice with both items

Gives a picture

Say Take it, Go ahead, etc.

Reaches for wrong

item

MODEL or

SHOWPoint to, tap correct picture (of

item student reached for)PROMPT Hold open hand near target

picture or

physically/gesturally prompt

to give pictureGives target picture

Praise (do not give item)

SWITCH Do something you know thestudent will get correct to

visually distract him.

Example: Give 5, have child

look at something, or delayPerforms switch

REPEAT Entice with both itemsGives picture

Go ahead, etc.

Takes corresponding

item

Allow access and praise


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Some students may have difficulty performing aswitch or distractor task during the errorcorrection procedure. If this is the case, try theseideas: Have the student look at something else unrelated Delay Turn book overThe goal is to visually distract the student so that they dontjust 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 thechild is still making errors, set him up to be successful bymoving back to one picture on the front cover.


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You can have boards set up around the house thatare specific to those areas of the house. Forexample, 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 PECSbook 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 rathermake them because if they get lost, I have themsaved and if a child forgets to bring his PECS bookto school, I have access to the same pictures we canuse for that day.


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You may need to restrict access to some itemsto make sure the student is highly motivatedfor them. You can put a toy away for a whileand limit access to favorite food items.

Use PECS everywhere possible with as manydifferent people as possible (i.e., grandparents,aunts and uncles, etc.)

When using PECS with new people, siblings orpeers, you can go back to just having onepicture on the front cover of the book.


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Please never hesitate to contact me if you haveany questions!

Thanks so much for taking the time to come tothis workshop!

Documents

PECS Workshop