Instructional Strategy PPT. PECS

Picture Exchange Communication System (PECS):

Picture Exchange Communication System (PECS) SPED 501 Professor Bartholio March 30, 2011

Picture Exchange Communication System:

Picture Exchange Communication System Priefer, Z. (2011, March 21). Teacher of Moderate/Severe classes, San Jacinto High School. Interview

PECS:

PECS PECS is a form of Augmentative and Alternative Communication (AAC) that uses pictures in order to help people communicate. This system was created and developed to help students that have Autism Spectrum Disorder and have trouble with communicating verbally. Autism Therapy, six phases of PECS. Retrieved from http://autism.healingthresholds.com/therapy/picture-exchange-communication-system-pecs.

PECS:

PECS PECS is taught to students utilizing six different phases. Autism Therapy, six phases of PECS. Retrieved from http://autism.healingthresholds.com/therapy/picture-exchange-communication-system-pecs.

Phase One:

Phase One The teacher/parent makes a list of the child’s favorite items. One of these items is selected for the first training session, and a picture of the item is made. That item can be placed under a clear container, so the child can see it, but not get it. If the child looks interested in the item, the teacher/parent gives the child the picture card. Then the child is prompted to hand the picture card back to the teacher/parent. Once the parent/teacher receives the card, the request is spoken aloud (“Oh, you want toy! You can have it!”). At this point, the requested item or reinforcer is given to the child. Autism Therapy, six phases of PECS. Retrieved from http://autism.healingthresholds.com/therapy/picture-exchange-communication-system-pecs.

Phase Two:

Phase Two The teacher or parent moves slightly away from the child so that the child has to move towards their partner to place the picture card in his/her hand. Autism Therapy, six phases of PECS. Retrieved from http://autism.healingthresholds.com/therapy/picture-exchange-communication-system-pecs.

Phase Three:

Phase Three The child is given more than one picture card. Now the child must choose which one represents a desired object, and then give this card to the teacher or parent. At this point, the child may be using a binder in which to hold the cards. Autism Therapy, six phases of PECS. Retrieved from http://autism.healingthresholds.com/therapy/picture-exchange-communication-system-pecs.

Phase Four:

Phase Four The child is given a card with the phrase "I want ____" on it. This card now must be used with the picture card showing what is desired. Autism Therapy, six phases of PECS. Retrieved from http://autism.healingthresholds.com/therapy/picture-exchange-communication-system-pecs.

Phase Five:

Phase Five The parent or teacher asks what he or she wants and waits for the child to hand him/her a picture card. Autism Therapy, six phases of PECS. Retrieved from http://autism.healingthresholds.com/therapy/picture-exchange-communication-system-pecs.

Phase Six:

Phase Six Once the child can use the PECS with enough fluency and has generalized the system to more than one partner, the child is taught how to comment on something s/he observes. The teacher or parent holds up an interesting object, asking the child, "What do you see?" at the same time pointing out the "I see ____" card. The child is then prompted to place the picture card representing the object next to the "I see ____" card. The teacher or parent then comments on the cards ("Yes! I see the airplane too"). Autism Therapy, six phases of PECS. Retrieved from http://autism.healingthresholds.com/therapy/picture-exchange-communication-system-pecs.

FPI 15/16.2 Student will sequence daily activities :

FPI 15/16.2 Student will sequence daily activities CAPA/SEACO standards retrieved from http://www.tunedintolearning.com/pdfs/TIL-CAPA1-9-Alignment.pdf

Examples of Activities:

Examples of Activities Student will indicate through gesture (toward the location of the room) where the next activity on the daily schedule is conducted. Student will create a schedule for the day using words or pictures which stick to a poster, desktop, or binder. Student will point on a communication board to (4) activities in the order in which they are routinely presented/offered in the classroom CAPA/SEACO standards retrieved from http://www.tunedintolearning.com/pdfs/TIL-CAPA1-9-Alignment.pdf

FPI-9.2 Student will participate in regularly scheduled exercise program Health:

FPI-9.2 Student will participate in regularly scheduled exercise program Health CAPA/SEACO standards retrieved from http://www.tunedintolearning.com/pdfs/TIL-CAPA1-9-Alignment.pdf

FPI-8.1/9.1 Student will identify a picture/object/word cue English Language Arts:

FPI-8.1/9.1 Student will identify a picture/object/word cue English Language Arts Priefer, Z. (2011, March 21). Teacher of Moderate/Severe classes, San Jacinto High School. Interview

Examples of Activities:

Examples of Activities Student will follow a photo instruction to pick up pictures and put with same Student will match foods to picture Student will match pictures of community locations to symbol Student will label/point to common functional objects CAPA/SEACO standards retrieved from http://www.tunedintolearning.com/pdfs/TIL-CAPA1-9-Alignment.pdf

Important Cards for Emergencies:

Important Cards for Emergencies Priefer, Z. (2011, March 21). Teacher of Moderate/Severe classes, San Jacinto High School. Interview

Community Picture Cards:

Community Picture Cards Priefer, Z. (2011, March 21). Teacher of Moderate/Severe classes, San Jacinto High School. Interview

Examples of Picture Cards:

Examples of Picture Cards Priefer, Z. (2011, March 21). Teacher of Moderate/Severe classes, San Jacinto High School. Interview

Works Cited:

Works Cited Autism Therapy, six phases of PECS. Retrieved from http://autism.healingthresholds.com/therapy/picture-exchange-communication-system-pecs. CAPA/SEACO standards retrieved from http://www.tunedintolearning.com/pdfs/TIL-CAPA1-9-Alignment.pdf Collins, B. C.  (2007). Moderate and severe disabilities: A foundational   approach. Upper Saddle River, NJ: Merrill/Pearson. Dell, A.G., Newton, D.A., Petroff, J.G. (2008) Assistive Technology in the Classroom: Enhancing the School Experiences of Students with Disabilities. Upper Saddle River:  Pearson Merrill Prentice Hall.

Works Cited Cont.:

Works Cited Cont. Priefer, Z. (2011, March 21). Teacher of Moderate/Severe classes, San Jacinto High School. Interview Snell, M. E. (2006). Instruction of students with severe disabilities. (6th ed.) New Jersey: Pearson Education, Inc (2010). English Language Learner and Diversity Manual . (Vol. Second, Ed.). Boston, Massachusetts: Pearson Learning Solutions.