1. “I think when you become a parent you go from being a star in the movie of your own life to the supporting player in the movie of someone else's.” ― Craig Ferguson, American on Purpose: The Improbable Adventures of an Unlikely Patriot

2. Picture Exchange Communication System (PECS) based on PECS Bondy & Frost, 1994 &2002
There are 6 phases of the PECS Protocol. Please review phases I and II before attending the training on December 9, You are also encouraged to watch the videos provided by Pyramid Educational Consultants from their website:
PECS.com
Navigate to videos: USA, Downloads, Videos.

3. PECS: Developed by Andy Bondy and Lori Frost
Blends the fields of Applied Behavioral Analysis and Speech Language Pathology
Pyramid Products

4. What is PECS?
The Picture Exchange Communication System is a communication training system that teaches a means of functional communication within a social context (Bondy & Frost, 1994).
Goal is to develop SPONTANEOUS INITIATION AND COMMUNICATION.

5. Why PECS vs. Other Systems?
PECS requires the child to give a picture to a communicative partner (requesting)with a concrete outcome (reinforcement) (Bondy & Frost, 1994).
Other picture systems such as picture pointing focus on labeling rather than requesting(Carr, 1982;Powers&Handelman,1984 in Bondy & Frost, 1994).
Picture pointing systems may be good for typically developing children that are intrinsically motivated and reinforced socially. For students with “autism”, concrete reinforcers are often required as they are generally not motivated by social praise.

6. Why PECS vs. Other Systems? CON’T
PECS does not require prerequisite imitation or motor skills which may be required for picture pointing or sign language systems (Bondy & Frost, 1994)

7. When is PECS Appropriate?
Child is not using functional communication.
Child is using functional communication but cannot be understood by unfamiliar listeners.
Child does not initiate communication.
To increase mean length of utterance.
To increase vocabulary.

8. Part 2: Getting Ready for PECS®

9. So, How do I get Started? REINFORCERS
The only prerequisite for implementing PECS is knowing the reinforcer (R+).
Every child is unique and is motivated and reinforced by different items and social rewards.
To address individual needs and tastes give reinforcement assessments regularly to have access to powerful reinforcement when teaching the various phases of PECS.

10. Informal Reinforcer Assessment
Look at what your child is trying to get
Ask school staff about child’s preferences
Formally develop a reinforcer hierarchy:
Most desired
Moderately preferred
Tries to avoid
Assess at different times of the day
Reinforcer First Strategy
Group Work: List of Reinforcers

11. Formal Assessment of Reinforcers
Select an assortment of reinforcers ( see handout)
Put the reinforcers out within the child’s reach and see what he selects. Repeat procedure with different items.
Display the items the child has selected in the previous steps. See which of these items he reaches for first.
This should be your STRONGEST reinforcer. Begin here
PECS Group, 2010

12. Reinforcer First Strategy
Children know what they will get when they make the request.
PECS Group, 2010

13. Understanding the Phases of PECS
Teach one phase at a time.
Sequential progression through each phase is the best predictor of success in a student initiating communication, commenting, and requesting that will last a lifetime.
Bondy and Frost, 2002

14. Phase I Phase I teaches children HOW to communicate.
Goal=INITIATION; The student MUST go first.

15. PHASE I: Teaching the Physically Assisted Exchange
Requires 2 people: Communicative Partner and Prompter.
NO verbal prompts.
Present one picture at a time (NO BOOKS OR SENTENCE STRIPS ARE USED).
Conduct training across the day, not at one time or in one place.
Use different reinforcers.
Modify symbol/picture to match motor skills (Block example: Jas/Timoteo)

16. PHASE I CON’T Child Pick up  Reach Release Communicative Partner
Entice your child
R+ exchange (w/item) within 1/2 second
Pair social praise w/R+
Time open hand (student reaches for comm. partner)
Physical Prompter
Wait initiation (Child reaches for object)
Physically prompt child: pick up, reach, release
Child
Pick up  Reach Release

17. Picture of Phase I Example

18. PHASE I ERROR CORRECTION
“Backstep” error correction is used when child makes an error in the task.
Example: child picks up picture and drops it before putting in communicative partner’s hand. Physical prompter goes back to the last step performed correctly and prompts from that point through end of task.

19. Phase I PCS Travel

20. Things to Remember
The child initiates the training sequence not the silent partner.
Do not conduct training in one session. Trials should be spread out throughout the entire.
Change trainers right from the beginning so student does not communicate with only one person
Change reinforcers as often as possible so your child does not come satiated or get tired of the reinforcer.
PECS Group, 2010

21. Phase I Criteria For Mastery
Independent exchange across 3-5 reinforcers with 2+ communicative partners in 2 different environments.

22. Phase I Review What type of prompts are used?
What does the Communicative Partner say when enticing?
What does the Physical Prompter say?
When is the Communicative Partner’s open hand presented?
How quickly is the reinforcer given to the student?
How many pictures are used?
Is discrimination required?
How many trainers are required?

23. Phase II: Distance and Persistence
Goal= Travel to the book and travel to the communicative partner; communicate in multiple places with multiple people.
Introduce communication book
Children carry their communication books to all environments.
Compile pictures in book.

24. PHASE II: DISTANCE AND PERSISTENCE
Introduce communication book.
2 Trainers (just in case!)
No verbal prompts used.
Teach variety of pictures but only one at a time on front of the book.
New skill is increasing distance to the communicative partner then increase distance from child to book.

25. PHASE II CON’T
Train across the day; student should take the book everywhere they go. This requires 2 trainers.
Use a variety of communicative partners.
Use backstep error correction as needed.

26. Phase II Communication Book Picture Example

27. Phase II Picture Example

28. Phase II Criteria for Mastery
Child should be able to cross a room to retrieve a picture and travel across the room to the communicative partner. Student should have 5-10 reinforcers.