Transcript Picture Exchange Communication System

By:
Claire, Randi, Robin and Tania
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Training Protocol based on Applied Behavioral
Analysis (ABA)
Parallels typical language development
Starts with single picture and later combines
pictures.
Developed to teach students who display no
functional or socially acceptable speech
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Direct Reinforcement
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Behaviorism (Reward system)
Picture Obtained From:
http://www.google.ca/imgres?imgurl=http://1.bp.
blogspot.com/_OfGA-_Rf2s/SYmE2PdprRI/AAAAAAAAAOo/BguObfOmFls/s40
0/snack-pecs.jpg&imgrefurl=http://elvissightings.blogspot.com/2009_02_01_archive.html
&usg=__BAK5xY5pDJ75mtJ7cmsZN_VKzjY=&h=29
3&w=400&sz=31&hl=en&start=263&sig2=vVa3c5
bNuan7kv5ASglng&zoom=1&tbnid=xJeD1vC_4iZU2M:&
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mDg&prev=/images%3Fq%3DPECS%2Bautism%26u
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19,s:263&biw=1280&bih=642
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Setting up for PECS
Phase I
Phase II
Phase III
Phase IV
Picture Obtained From:
http://www.amazon.com/PECS-PictureExchange-CommunicationSystem/dp/1928598056
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Creating opportunities for communication
Knowing student’s current skills
Expect communication
Picture Obtained from
http://www.google.ca/imgres?imgurl=http://www.eaglehousen
orfolk.co.uk/images/uploaded/Communication__using_PECS.jpg&imgrefurl=http://www.eaglehousenorfolk.co.
uk/goto/page/our_clinical_team,634&usg=__YtfCP0RuC1LEDM
m83HcytkyTG4Y=&h=450&w=600&sz=46&hl=en&start=39&si
g2=a28d4-t2m3oMziZFSFRwGA&zoom=1&tbnid=BsYCAYZZXV66M:&tbnh=151&tbnw=202&ei=Zi8TPWdJZH04gab6KXjDQ&prev=/images%3Fq%3DPECS%2Bautis
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bs%3Disch:10,1028&um=1&itbs=1&iact=hc&vpx=980&vpy=14
4&dur=1758&hovh=194&hovw=259&tx=187&ty=91&oei=Qi8TI3rDoKC4QbJkpDeDQ&esq=3&page=3&ndsp=18&ved=1t:42
9,r:5,s:39&biw=1280&bih=642
“Upon seeing a “highly preferred” item, the
student will pick up a picture of the item,
reach towards the communicative partner,
and release the picture in to the trainer’s
hand.” (Forst & Bondy, pg. 67)
Picture Obtained from: http://www.google.ca/imgres?imgurl=http://www.speechandlanguage.com/images/1
1.jpg&imgrefurl=http://www.speechandlanguage.com/article/nov2a.asp&usg=__xWPpbj0qtDZWXp1r-r1rUk9EP58=&h=189&w=250
&sz=16&hl=en&start=57&sig2=Ah0APt3BbvhDFc8dY69YGw&zoom=1&tbnid=DYzrb5cN8rSCWM:&tbnh=150&tbnw=199&ei=fOm8TL2
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4&um=1&itbs=1&iact=hc&vpx=532&vpy=318&dur=2932&hovh=151&hovw=200&tx=95&ty=101&oei=Q-i8TI3rDoKC4QbJkpDeDQ&e
sq=15&page=4&ndsp=18&ved=1t:429,r:9,s:57&biw=1280&bih=642
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Two trainers are required
No verbal prompts
Only one picture at a time
30-40 opportunities per day
Use different reinforces
http://www.youtube.com/watch?v=ZP48lxnN
dHM
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“The student goes to his/ her communication
board, pulls the picture off, goes to the
trainer, gets the trainer’s attention, and
releases the picture into the trainer’s hand.”
(Frost & Bondy, pg. 93)
Picture Obtained From:
http://www.google.ca/imgres?imgurl=http://
blissfullydomestic.com/wpcontent/uploads/pecs.jpg&imgrefurl=http://b
lissfullydomestic.com/2009/tips-andtechniques-pictureschedules&usg=__O_OpuyIwn7K4E0bi9eu_GcK
4qgI=&h=525&w=664&sz=176&hl=en&start=
20&sig2=SZJfLs04KXdD217LpjroQ&zoom=1&tbnid=XwZUVd10y4EcpM:&tbnh
=145&tbnw=192&ei=Ceq8TOauC5H54garj8jV
DA&prev=/images%3Fq%3DPECS%2Bautism%2
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%3D642%26tbs%3Disch:10,729&um=1&itbs=1
&iact=hc&vpx=303&vpy=247&dur=1619&hov
h=200&hovw=253&tx=175&ty=110&oei=Qi8TI3rDoKC4QbJkpDeDQ&esq=6&page=2&nds
p=19&ved=1t:429,r:14,s:20&biw=1280&bih=
642
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Introduce communication binder
Increase distance between trainer and student
Increase distance between student and
communication book
Teach non- verbal communication (expectant
looks, body orientation and eye contacts)
Picture Obtained From:
http://www.google.ca/imgres?imgurl=http:
//3.bp.blogspot.com/_-uVHetkUIQ/SeYSovtY9CI/AAAAAAAAAA8/V
c5EXTTGKmo/s320/PECS%2BBook.jpg&imgr
efurl=http://atclassroom.blogspot.com/20
09/03/picture-exchange-communicationsystem.html&usg=__xawaTYj2WdgTacvGAS
tBKDyWmVs=&h=160&w=200&sz=9&hl=e
n&start=94&sig2=QsBMJs8f3B7DHSG1ibBdJ
w&zoom=1&tbnid=QehiR6ISlpcWKM:&tbnh
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Den%26biw%3D1280%26bih%3D642%26tbs
%3Disch:10,2672&um=1&itbs=1&iact=hc&
vpx=643&vpy=281&dur=270&hovh=128&
hovw=160&tx=145&ty=35&oei=Qi8TI3rDoKC4QbJkpDeDQ&esq=6&page=6&
ndsp=19&ved=1t:429,r:9,s:94&biw=1280&
bih=642
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Teach variety of picture but continue to
present one at a time
Spontaneous requesting through out the day
Use a variety of trainers
http://www.youtube.com/watch?v=tr3lQXNEc
ps&NR=1
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“The student requests desired items by going
to a communication book, selecting the
appropriate picture from an array, going to a
communication partner, and giving the
picture.” (Frost & Bondy, p. 123)
http://www.youtube.com/watch?v=LbGuSlRu
gSo&feature=related
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“The student requests present and non-present
items using a multi-word phrases by going to the
book, picking up a picture/symbol 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. By the end of this phase the student
typically has twenty or more picture on the
communication board and is communication with
a variety if partners.” (Frost & Bondy, p. 159)
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Adjectives and other words can be added
Use of pictures for “I see”, “I hear,” “I smell,”
etc
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Useful for people who are non-verbal
Can be used in classroom, home and in the
community
Can be use with children with autism, downsyndrome and other developmental
disabilities.
Children who have difficulties with transition
can benefit from PECS
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Pre-schoolers, adolescents and adults
Training is offered in Edmonton as a two-day
course
www.pecs-canada.com
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The study: Brief Report: Randomized Test of
the Efficacy of Picture Exchange
Communication System on Highly
Generalized Picture Exchanges in Children
with ASD (Yoder & Lieberman, 2010)
The study tried to see if the trained behaviors
learned by the children through PECS were
used to communicate with adults in untrained
situation.
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PECS was compared to Responsive Education
and Prelinguistic Milieu Teaching (RPMT)
Result: The study found that the young
children with autism receiving the PECS
training increased the number of picture
more than children receiving the alternative
intervention in a far-transfer (i.e., generality)
measurement context.
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Study: A Review of the Efficacy of the Picture
Exchange Communication System Intervention
(Preston & Carter, (2009)
The purpose was to review empirical literature on
PECS.
Result:
• Very few Randomized control trial
• Bulk of the data come from single subject studies with
low external validity.
• No evidence to say that PECS improve comprehension
• No research to figure out which population is best fitted
for PECS.
• Some research showed that generalization does not
occur.
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Ipod app for PECS
http://www. proloquo2go.com/
Boardmaker
http://www.mayerjohnson.com/products/boardmaker
PixWritter
http://www.softtouch.com/pixwriter30macintosh
.aspx
Picture Obtained From
http://www.google.ca/imgres?imgurl=http://4.bp.blogspot.co
m/_krHX-oiXTwQ/S7jdKFjVStI/AAAAAAAAA74/2Gi8H1l6CY/s1600/showcaseipad.jpg&imgrefurl=http://graceappforautismoniphone.blogsp
ot.com/2010/04/grace-app-itouch-iphone-andtherefore.html&usg=__oKLd83bPyzoIDexwL1WQbSmqCc=&h=360&w=351&sz=43&hl
=en&start=20&sig2=Qx4dc16VPsmxGCF8B9ZN7A&zoom=1&tb
nid=kwjCKp6Uut1XM:&tbnh=163&tbnw=165&ei=uuu8TN7iAY8vgP5qt3UDQ&prev=/images%3Fq%3DPECS%2BIpad%2Bautism%
26um%3D1%26hl%3Den%26biw%3D1280%26bih%3D642%26tbs
%3Disch:10,673&um=1&itbs=1&iact=hc&vpx=259&vpy=171&
dur=264&hovh=169&hovw=165&tx=109&ty=74&oei=suu8TPj
sOcHo4Aat8Zz6Dg&esq=2&page=2&ndsp=20&ved=1t:429,r:8,
s:20&biw=1280&bih=642
Frost, L, M.S., CCC/SLP & Bondy, A. Ph.D. The Picture Exchange
Communication System: Training Manual. Second Edition. (2002).
United States of America: Pyramid Educational Products.
Yoder, P. J.; Lieberman, R. G.; (2010); Brief Report: Randomized test of
the efficacy of picture exchange communication system on highly
generalized picture exchange in children with ASD; Journal of Autism
and Developmental disorders 40; 629-632.
Preston, D.; Carter, M.; (2009); A review of the efficacy of the picture
exchange communication system intervention; Journal of Autism and
Developmental Disorders; 39; 1471-1486