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Picture Exchange Communication System

The document outlines the Picture Exchange Communication System (PECS), a method for teaching communication skills to children. It details the phases of training, starting from initiating communication to expanding vocabulary and sentence structure, while addressing potential challenges and error correction strategies. PECS is deemed appropriate for clients who do not currently use functional communication or require assistance in initiating requests and expanding their message complexity.

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AlyssaChavez
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91 views

Picture Exchange Communication System

The document outlines the Picture Exchange Communication System (PECS), a method for teaching communication skills to children. It details the phases of training, starting from initiating communication to expanding vocabulary and sentence structure, while addressing potential challenges and error correction strategies. PECS is deemed appropriate for clients who do not currently use functional communication or require assistance in initiating requests and expanding their message complexity.

Uploaded by

AlyssaChavez
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Pictu re Ex c h a ng e

Co m m un ic at io n
syst em (P EC S )
The child will use a
The child will The child will find
The initiate a communication
single picture and
avoid confusion
Goals of communication partner and
that may
rather than be approach that
PECS cued by an adult partner
accompany early
discrimination
The chil d does not
need to sit quietl y in
Avoiding The child does not need
to have learned how to
a chair before Training initiate
starting training
Problems by
using PECS

The child w
ill not
The chil d does not need have to de
The chil d does not
pend on
to l earn how to make adult prom
need to master pts
eye contact on demand
matching pictures to
prior to training
objects before training
PECS Candidacy
Is the client using functional communication? If "no" - then PECS is
appropriate. If "yes" - PECS may be appropriate

Is the communication modality understandable to unfamiliar people? If "no" -


then PECS is appropriate. If "yes" - PECS may be appropriate

Is the client initiating functional communication? If "no" - then PECS is


appropriate. If "yes" - PECS may be appropriate

Can PECS help expand vocabulary or the mlu/complexity of the message? If


"yes" - then PECS is appropriate
First, find a reinforcer

e??
ame Food Twin
G

Use a variety of Reinforcers Prioritize the reinforcers


Phase One: Initiating
communication
You must teach the client to initiate a request.

Choose a set of items that are highly motivating for the


client.

The communication partner sits in front of the child


entices them with something interesting, but does not use
any verbal prompts (child learns to wait for the question).
A Communication Partner sits behind the child
When the child reaches for an enticing item, this
person guides the child to:
1. Pick up the picture (using physical guidance)
2. reach towards the first person
3. place the picture in the open hand of the first
person
4. The child is given the item immediately
Phase Two: Expanding
the Use of Pictures
Expand the number of motivational items and
activities.
Distance the child from the communicative
partner.
Distance the child from the pictures.
Increase the number of items the child can
request (remember to keep the items distinct.
Introduce a communication binder
Phase Three: choosing the
message
Introduce "distracter" pictures:
1. associated with something that is either neutral
or disliked
2. Something that looks very different from the first
item

OR
Four-Step Error Correction Strategy

Place both pictures Prompt a practice Provide praise for Repeat the first
back in their trial. For example, giving you the step by showing
original position hold your hand correct picture, but both items. If client
and point to or tap close to the picture don't offer the touches the picture
the correct picture. or cover the other item. give feedback, but
picture. not the item, yet...
Training Challenges

Client does not look at pictures - (1) place your hand next to the picture, (2)hold
the binder up at client's eye level. Hold the binder just out of reach. AS soon as the
child looks t the picture, move the binder closer so the client can select the item.
Offering two preferred items - Check to see if there is correspondence between
what the child selects and what they want. When the client selects the picture, tell
the "Ok, take it" and then observe what item they actually select.
Progressing to more symbolic pictures - Start with three dimensional or
miniaturized objects and then move to two dimensional representations
Phase Four - Introducing sentence
structures (Part 1)
Teach the client to form a simple sentence to
express either "I want _____" or "I see _____"
Use an icon representing "I want" and place it on
the sentence strip.

Guide the client to place the picture of what they


want on the strip.

Have the client give you the entire sentence


strip.
Phase Four - Expanding Requests
and Attributes (part 2)
Expand sentences by including attributes for desired items.
Colour
Size
Shape
Location
Prepositions
Quantity
Texture
Body parts
Action words
Phase five - Teaching Answering
Simple questions

Point to the "I want" picture while asking "What do you


want?".
Gradually increase the delay between asking the question and
pointing to the picture.
By using "wait time", the client will begin to start to point to
the "I want" icon before being prompted by the clinician

Once a client has learned an "I want _____" request, many


families stop teaching other language functions.
Phase Six - Teaching Commenting
1. Introduce a simple question like "What do you see?"

2. Suddenly change an object (e.g., taking a desired toy out of.a box) and say "Oh! What
do you see?" or "'Look! What is it?"
3. While you ask the question, point to the picture of the object. on the sentence strip.

4. Don't select highly preferred object because you won't be giving the object to the client

Comments result in social


consequences, not receiving
the object
After stage six
By this time a client should be able to:
request wanted and needed items
spontaneously in response to
questions
comment about aspects of their
world both spontaneously and in
response to questions
accomplish each function using
various attributes and adjectives.
Other Aspects of Communication

tings o
Gree Yes/N Help

ension
preh
Com
ings
Feel

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