1. Picture Exchange Communication System
Jenifer Majino, M.S. CCC /SLP
Cheryl Livingston, M.S. CCC/SLP
Augmentative Communication Facilitator

2. Workshop Objectives Review the history of PECS Overview of PECS
Why use PECS
Discuss and practice Phases I - III

3. Wiki PECS Handouts you can print. Links to Syncrocloud
Groups/
augmentativecommunication
PECS Handouts
you can print.
Links to Syncrocloud

4. What is PECS? Picture Exchange Communication System Video
Developed by Andrew S. Bondy, Ph.D. & Lori Frost, M.S., CCC/SLP PECS was developed in 1985 as a unique augmentative/alternative communication intervention package for individuals with autism spectrum disorder and related developmental disabilities. First used at the Delaware Autistic Program, PECS has received worldwide recognition for focusing on the initiation component of communication. PECS does not require complex or expensive materials. It was created with families, educators, and resident care providers in mind, so is readily used in a range of settings.
                
PECS begins by teaching an individual to give a picture of a desired item to a “communicative partner", who immediately honors the exchange as a request. The system goes on to teach discrimination of pictures and how to put them together in sentences. In the more advanced phases, individuals are taught to answer questions and to comment.
The PECS teaching protocol is based on B.F. Skinner’s book, Verbal Behavior, such that functional verbal operants are systematically taught using prompting and reinforcement strategies that will lead to independent communication. Verbal prompts are not used, thus building immediate initiation and avoiding prompt dependency.
Based on broad spectrum application of Applied Behavior Analysis (ABA)
                        
Video

5. The Six Phases of PECS
PHASE I How to Communicate Students learn to exchange single pictures for items or activities they really want.
PHASE II Distance and Persistence Still using single pictures, students learn to generalize this new skill by using it in different places, with different people and across distances. They are also taught to be more persistent communicators.
PHASE III Picture Discrimination Students learn to select from two or more pictures to ask for their favorite things. These are placed in a communication book—a ring binder with Velcro® strips where pictures are stored and easily removed for communication.

6. PHASE IV Sentence Structure Students learn to construct simple sentences on a detachable sentence strip using an “I want” picture followed by a picture of the item being requested.
Attributes and Language Expansion Students learn to expand their sentences by adding adjectives, verbs and prepositions.
PHASE V Answering Questions Students learn to use PECS to answer the question,
“What do you want?”.
PHASE VI Commenting Now students are taught to comment in response to questions such as, “What do you see?”, “What do you hear?” and “What is it?”. They learn to make up sentences starting with “I see”, “I hear”, “I feel”, “It is a”, etc.

7. Reasons we communicate –
Participation -
Engagement -
Requesting -
Directing / Manipulating others -
Commenting -
Social exchange -
Questioning -
Sharing information –

8. Why PECS?
The Picture Exchange Communication System (PECS) teaches communication by breaking it down into steps / phases. The student learns:
Phase 1 – How to communicate
• You need to do something to communicate.
• You need to have a communicative partner
• You can ask for something you want
• You can trust the communicative partner to give you what you want
• You can start / initiate the communication, you don’t need to wait to be
asked “What do you want?”
Phase 2 – Distance and Persistence
• You can go to a communicative partner to request something, you need to get their attention.
• You can trust the communicative partner
• You need to be aware of who has the stuff
• You need to be aware of where your book is located (you need it to communicate).
• You can start carrying your book with you to make sure you have it when you need it.
• You can start the communication, you don’t need to wait to be asked
“What do you want?”
• You can keep requesting until you get what you want.

9. Phase 3 A – Simple Discrimination (things you like vs don’t like).
• You need to pay attention to make sure you get what you want. You will have two choices.
• You can show the communicative partner what makes sense to you (objects, photos or symbols)
• You can practice telling the communicative partner “No, I don’t like that”.
• Your communicative partner will practice with you getting the one you want if you are having difficulty understanding – you will learn how to do it.
Phase 3 B – Conditional Discrimination (two preferred)
•You need to pay attention to make sure you get what you want. You need to pick the picture of the item you want.
• You can show the communicative partner that you understand the pictures. When you give the communicative partner a picture, he/she will tell you to take the item you want. If you gave him/her a different picture than the item you reach for, that tells them that you are having difficulty understanding the pictures.
• Your communicative partner will practice with you getting the one you want if you are having difficulty understanding – you will learn how to do it.
• You will learn to ask for a break when you don’t want to do something.
• You will learn to ask for help so you don’t get mad.
• You will learn that sometimes you have to wait for something you want. You can trust the adults to give it to you soon.
• You will learn how to find pictures in your book. All of the steps / phases you have learned so far will continue as you learn more.

10. Phase 4 - Sentence Structure
• You will learn to put pictures together to communicate
• You will learn to take your sentence strip to the communicative partner
• You will begin practicing pointing to the pictures on the sentence strip
• You will begin practicing trying to say the words on the sentence strip
• You can practice requesting items you want, when you want them
• You will feel more independent because you can find pictures in your book and then put them away for next time.
• You will practice putting the pictures on the sentence strip in the correct order so the communicative partner will understand.
• You will learn that sometimes the communicative partners run out of your favorite things. But that’s OK, you can ask for something else or wait until later. They know you would like to have that item another time. You can trust them.
Phase 4 (continues) – Attributes – Descriptive Vocabulary
• You will learn to use new pictures to describe what you want
• You will practice using the new pictures to request the color, size, shape, etc. of what you want
• You will learn that adding pictures to your strip will give you control to tell the communicative partner what you want.
• You will practice putting the pictures on the sentence strip in the correct order so the communicative partner will understand.
• Your communicative partner will practice with you getting the pictures in the correct order if you are having difficulty understanding – you will learn how to do it.
• You will learn more pictures that will help you request actions.
• You will practice trying to say the words that go with the pictures. The communicative partner will be patient and let you have time to practice saying them.

11. Phase 5 – Answering, “What do you want?”
• You will learn to answer questions like “What do you want?”
by making sentences with your pictures.
• You can show everyone how independent you are with your system.
• You can still ask for things anytime you want.
Phase 6 – Commenting
• You will learn to answer more questions like “What do you hear?, What do you see?” etc.
• You will learn to tell people about things you hear, see, like, feel, etc.
• Congratulations! You are doing a great job communicating with lots of people in lots of places. You know so many pictures and how to use them.

12. Who is a candidate for PECS?
Question – Does the student use functional communication?
What is functional communication?
Functional communication involves behavior (defined in form by
the community) directed to another person who in turn provides
related direct or social rewards (Bondy & Frost, 2002)

13. Question – Does the student initiate communication?
Why is initiation important?
Question – Would the student benefit from a
structured / visual approach to learn how to
communicate?
Why is a structured / visual approach helpful?

14. When should PECS be used?
All day, every day!
During a crisis – quick, flexible, straight forward
To supplement other means of communication -

15. Reinforcers Major types of Functional Control –
Why we behave the way we do?
Why do I need to communicate?
To gain some type of reinforcer – concrete, activity,
social, sensory
To escape / avoid – demand, activity, setting, pain

20. Helpful Handy Hints© Finding Reinforcers Behaviours Observed
Type of self-stimulation
Spinning discs
Laser discs
Spinning toys
Sand Egg timers or oil droppers
Snow globes
TV or video
Computer screensaver programmes
The student gazes at lights or out of the window, fixates at rotating objects, looks at his hands or flaps his fingers in front of his eyes.
Visual
Light toys (such as spinning fan or ball)
Flashing toys (such as bouncing ball or stress toy)
Spinning tops
Wind-up toys
Coloured acetate sheets
Executive toys (such as swinging balls)
Sparking toys (such as toy gun or spinning toy
Kaleidoscope
View Master
Coil toys
Useful websites
SEN Switcher
Priory Woods School
www. Sensory World.com

22. Principles for Using Powerful Reinforcers
Begin with Grandma’s Secret
Use a reinforcer –first strategy “Let’s make a deal!!”
No reinforcer, no lesson!
½ second rule for new skills
Use differential reinforcement “Better than before?
Then give ‘em more!”

23. PECS is not ….
These are
visual supports.

24. Phase 1 Our Goal: teach initiation- student always “goes” first
All students start here!
Our Goal: teach initiation- student always “goes” first
Teach how to communicate – we need to teach the “rules”
approach communicative partner
deliver message
Need 2 people – Communicative Partner & Physical Prompter
Teach motor response:
Pick up
Reach
release

26. Phase I Communicative Partner ____ 1 picture at a time
____ Non-verbal enticement
____ 1 picture at a time
____ Provides open hand AFTER reach
____Gives item w/in ½ second
____Labels the item
____ Fades the open hand
Physical Prompter
____ WAITS for the REACH / Initiation
____Phys. Prompts for pick-up-reach- release
____ Fades prompts effectively
____ Interrupts interfering behavior (playing with the icon)
____No verbal prompting
____ No R+ to the student

27. Phase I Mastery Criterion: Independent Exchange
____With 3 – 5 reinforcers
____With at least 2 Communication Partners
____in 2 different environments

28. Phase II Distance and Persistence Our Goal: Persist across obstacles
Continuing to teach “how” to communicate
No Discrimination
Each student must have his own book
Teach student to carry his book
Teach student to request during group activities

29. Phase II Communicative Partner Physical Prompter
____ One Picture at a time
____ Non-verbal enticement
____ Gradually increases distance from student
____ Eliminates “body lang.” Cues, turns away from the student
____ R+ within ½ second
____ Labels the item
Physical Prompter
____ WAITS for initiation
____ Physical assist. to go to the CP if needed
____ Physical assist. to go to the book then CP
____ Avoids verbal prompting and R+

30. Phase II
Mastery Criterion =
Before moving to Phase III –
____Student should cross room to retrieve picture
____Student should cross room to reach Communication Partner.
____Student should have 5 – 10 reinforcers

31. Phase III A Simple Discrimination
Long term goal is for student to choose from among all pictures on or in book.
Motivation to use correct picture is getting desired item and avoiding undesired Item .
Begin with highly preferred versus non-preferred.
Silently entice with both items.
½ second rule
Rearrange pictures after correct trial
Vary the “distracter” pictures
Alternative Strategies - what if student does not understand the icons?

32. Symbol Consideration Table for “dog” Object •duplicate •miniature
•remnant
Photograph
…of objects or activity (not person engaged in activity)
Line Drawings
Gesture/Touch Cues ex. pat hand to thigh
Signs
Spoken word
demanding
less
Symbol Set
Joey and his dog
Every Move Counts Clicks and Chats
Jane Korsten, MS/SLP Terry Foss, M.Ed.
Lisa Berry, MOTR/L (2007)
more
demanding
“dog”

33. Hierarchy of Representational Skills
Robin Heimos & Christine Schneider
February, 2009
milk
Trick is to find a highly motivating context in which the student will WANT to communicate. Look for highly motivating tasks that occur frequently and regularly.
It would be difficult to assess what level the student is on with a difficult or routine task.
What is the most meaningful type of symbol for the student?
Special School District of St. Louis County Robin Heimos & Christine Schneider 33

34. We may need to customize the items to meet
the student’s needs.

35. Phase III A ____ Has both items in sight
____ Arranges for preferred and non-pref.
____ Has both items in sight
____ Uses immediate verbal feedback at the point of the choice
____ Uses 4 - step error correction __ Model the correct icon
__ Prompts the correct icon __ Change
__ Repeat
____ Max. 2 – 3 error correction cycles

36. Phase III B
Discrimination between multiple pictures of preferred items.
Determine whether student’s actions match his request.
Student must demonstrate correspondence between the
picture and item.
Called correspondence check
Show both items at one time
Wait for exchange
Offer items to student
Allow access to corresponding item or block access to
incorrect item.

37. Phase III B
____ Arranges for 2 preferred items
____ Uses a plate or tray to hold items
____ Does NOT label the icon at the exchange
____ Offers the choices on the tray saying
“take it” or indicating a choice
____ Labels the item if it corresponds to the
icon that was exchanged.
____ Conducts the 4 – step error correct if the
item he attempted to take did not match
____ Teaches to the “reach”
__ Model the icon
__ Prompt the correct icon
__ Change the focus
__ Repeat by offering both items

38. Multiple Preferred -
3,4, 5 icons
preferred (X pattern) on book
student should look inside book – search through organized pages.
Reintroduce distance and persistence .

39. Phase III
Mastery Criteria:
___Student takes corresponding item on % of trials, any size array.
___Student looks inside book to find picture.

40. Introduce ….

41. (and live to tell about it)
How to say “No”
(and live to tell about it)
Let’s make a deal
Visually represent ‘no’
Offer alternatives

42. What’s Next …. Contact your Aug Comm Facilitator
Visit the Aug Comm Wiki
Check out a PECS Training Manual
Visit Pyramid’s website
Attend a Pyramid Training

43. YouTube Videos for future reference!
PECS Global Channel
A Clear Picture: The Use and Benefits of PECS
The Pyramid Approach for Parents and Professionals
Phase I- Phase I PECS (original video of Frost and Bondy)
Phase II- Phase 2 PECS (original video of Frost and Bondy)

44. After 2 mon. of pecs (mabot4kidz)
Spontaneous PECS Requests (mabot4kidz)
Phase IV- Zain doing PECS (phase 4) part two (ali786haq)
Phase V- Phase 5 PECS (over18towatch)
Phase VI- Arthur PECS phase 6- (charlottejourdan) in French

45. Questions
and
Answers