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PECS - Picture Exchange Communication System
What is PECS? What do I need to know?
Beginning our PECS journey marked a real turning point for my eldest son. A light kind of went off in his head and suddenly he was able to communicate. I'll forever have a fondness for pictures, symbols and the wonderful speech therapist who helped us introduce this system to our son and into our lives.
As I am simply a parent, and not a speech therapist, I feel it's necessary to express the value of using PECS at home, alongside the support of a speech and language therapist. Their knowledge and expertise is second to none. I say this as encouragement to seek additional support - not to discourage you starting - and as a reminder that I am no expert.
That said, we know as well as anyone that sometimes accessing SALT isn't as straight forward a process as you may like; And sometimes you need to just get the ball rolling yourself. If that sounds like you then I recommend learning as much about the PEC system as you can before starting.
If you are already aware of the picture exchange system, feel free to head straight to our resources via the floating drop down under the 'Communications' tab.
If you are interested in learning more about the picture exchange system, we recommend this brief but detailed introductory guide from IIDC.
Or, keep on reading here for a little information on the Phases of PECS.
*Note. The information here is adapted from a now 'missing' website located in Washington.
Phase One- The Physical Exchange
Objective: Upon seeing a "highly preferred" item, the student will pick up a picture of the item, reach toward the trainer, and release the picture into the trainer's hand.
First conduct a reinforcer assessment- What student likes to eat, drink, activities, social games, places, people, free time activities.
1. Fully Assisted Exchange
2. Fade Physical Assistance
3. Fade the Open Hand Cue
Phase Two- Expanding Spontaneity
Objective: The student goes to his/her communication board, pulls the picture off, goes to the adult, and releases the picture into the adult's hand.
1. Remove Picture From Communication Board
2. Increase Distance Between Trainer and Student
3. Increase Distance Between Student and Picture
Phase Three- Picture Discrimination
Objective: The student will request desired items by going to a communication board, selecting the appropriate picture from an array, going to a communication partner and giving the picture.
1. Discrimination
2. Correspondence Checks
3. Reduced Picture Size
Phase Four- Sentence Structure
Objective: The student requests present and non present items using a multi word phrase by going to the book, picking up a picture of "I want," putting it on a sentence strip, picking out the picture of what is wanted, putting it on the sentence strip, removing the strip from the communication board, approaching the communicative partner, and giving the sentence strip to him/her.
1. Stationary "I want" picture.
2. Moving the "I want" picture
3. Referents not in sight.
Phase Five- Responding to "What do you want?"
Objective: The student can spontaneously request a variety of items and can answer the question, "What do you want?"
1. Zero second delay
2. Increasing delay interval
3. No pointing cue.
Phase Six- Responsive and Spontaneous Commenting
Objective: The student appropriately answers "What do you want?" "What do you see?" "What do you have?" and similar questions.
1. What do you see?
2. What do you see? vs. What do you want?
3. What do you have?
4. What do you see? vs. What do you want? vs. What do you have?
5. Additional questions
6. Spontaneous requesting
As I am simply a parent, and not a speech therapist, I feel it's necessary to express the value of using PECS at home, alongside the support of a speech and language therapist. Their knowledge and expertise is second to none. I say this as encouragement to seek additional support - not to discourage you starting - and as a reminder that I am no expert.
That said, we know as well as anyone that sometimes accessing SALT isn't as straight forward a process as you may like; And sometimes you need to just get the ball rolling yourself. If that sounds like you then I recommend learning as much about the PEC system as you can before starting.
If you are already aware of the picture exchange system, feel free to head straight to our resources via the floating drop down under the 'Communications' tab.
If you are interested in learning more about the picture exchange system, we recommend this brief but detailed introductory guide from IIDC.
Or, keep on reading here for a little information on the Phases of PECS.
*Note. The information here is adapted from a now 'missing' website located in Washington.
Phase One- The Physical Exchange
Objective: Upon seeing a "highly preferred" item, the student will pick up a picture of the item, reach toward the trainer, and release the picture into the trainer's hand.
First conduct a reinforcer assessment- What student likes to eat, drink, activities, social games, places, people, free time activities.
1. Fully Assisted Exchange
2. Fade Physical Assistance
3. Fade the Open Hand Cue
Phase Two- Expanding Spontaneity
Objective: The student goes to his/her communication board, pulls the picture off, goes to the adult, and releases the picture into the adult's hand.
1. Remove Picture From Communication Board
2. Increase Distance Between Trainer and Student
3. Increase Distance Between Student and Picture
Phase Three- Picture Discrimination
Objective: The student will request desired items by going to a communication board, selecting the appropriate picture from an array, going to a communication partner and giving the picture.
1. Discrimination
2. Correspondence Checks
3. Reduced Picture Size
Phase Four- Sentence Structure
Objective: The student requests present and non present items using a multi word phrase by going to the book, picking up a picture of "I want," putting it on a sentence strip, picking out the picture of what is wanted, putting it on the sentence strip, removing the strip from the communication board, approaching the communicative partner, and giving the sentence strip to him/her.
1. Stationary "I want" picture.
2. Moving the "I want" picture
3. Referents not in sight.
Phase Five- Responding to "What do you want?"
Objective: The student can spontaneously request a variety of items and can answer the question, "What do you want?"
1. Zero second delay
2. Increasing delay interval
3. No pointing cue.
Phase Six- Responsive and Spontaneous Commenting
Objective: The student appropriately answers "What do you want?" "What do you see?" "What do you have?" and similar questions.
1. What do you see?
2. What do you see? vs. What do you want?
3. What do you have?
4. What do you see? vs. What do you want? vs. What do you have?
5. Additional questions
6. Spontaneous requesting
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