Instructional Program for Scripted Curriculum

7/30/2019 Instructional Program for Scripted Curriculum

1/4

Alyssa Margulis

Phase 3

9/24/12

Curriculum Name: PECS (Picture Exchange Communication System)

Publisher: Pyramid Educational Consultants

Copyright: N/A

Research Rationale

Charlop-Christy, M. H., Carpenter, M., Loc, L., & Kellet, K.

(2002). Using the picture exchange communication system (PECS) with childrenWith Autism: assessment of PECS acquisition, speech, social-communicative

Behavior, and problem behavior. Journal of Applied Behavior Analysis, 35(3),213-231. doi: 10.1901/jaba.2002.35-213

This article discussed the effectiveness of the PECS system. Although it mainly

looked at its use in helping to develop verbal speech, it also looked at looking to

increase social-communication and to decrease problem behavior. The article

proved that using the PECS system helped to: increase eye contact during playing

with peers, and to decrease problem behaviors in students. It helped the students

to communicate their wants and desires more clearly and accurately. Although this

system is not being used with the intention for B.P to gain verbal speech, it would

be good skills for her to use eye contact when people are speaking with her, and to

decrease frustration while trying to communicative something.

http://www.pugetsound.edu/files/resources/2805_Hudson.htm

Although this file was not found in a journal, it did cite many studies, which were

conducted to support the use of the PECS system. This is a brief look at three

different studies, which used the PECS system as their intervention. This page

had a list of best practice for therapists to use with students who were non-verbal

or had Autism. All three of these studies listed supported the use of the PECS

system. All of the studies listed were checked and verified for accuracy, but could

not be downloaded in entirety (only the abstracts were found for these studies).This page gives a nice listing of the studies, the types of interventions being done,

and the results. In all three studies, positive results were seen with the intervention

of PECS.

Another place that supported the use of the PECS system was the National

Professional Development Center on Autism Spectrum Disorders
http://www.pugetsound.edu/files/resources/2805_Hudson.htmhttp://www.pugetsound.edu/files/resources/2805_Hudson.htmhttp://www.pugetsound.edu/files/resources/2805_Hudson.htm


2/4

http://autismpdc.fpg.unc.edu/content/picture-exchange-communication-system-

pecs

Program objective

While working with a communication partner, BP will use the PECS system to

communicate to her partner a desired reinforcer across five environments and five

different reinforcers to accurately complete phase II of the PECS system.

Generalization

I think the biggest strategy built into this program is the fact that before the student

can gradate phases (there are 6 phases in total), the exchange must happen acrossfive different environments and with different communication partners. This

ensures that the student is not just using the PECS in one controlled environment or

with only one communication partner. Since it has 6 phases in it and must be taught

across learning environments, it is likely that using the PECS will be generalized.

Rationale

This skill is important because communication is the key to leading a moreindependent life. It is incredibly important that B.P has a backup method of

communicating if she is ever without her Dynavox in the future. The PECS system is

good because it requires an exchange with a communication partner. Another

reason why this is a good communication to use is that it is very low tech and

doesnt cost much to upkeep. TAP is a great resource located right on the University

campus, and is very willing to help the student and her family if new pictures ever

need to be added, or replaced to her communication book. This intervention was

also chosen because when B.P moved to the school three years ago, she was

consistently using the PECS system but stopped due to her getting a more advanced

communication device. Because she may not always have this device, it is

imperative to give her another form of low-tech communication.

Assessments/Data Collection

There are no formal assessments in the PECS system. To collect data, the teacher

runs trials/records data on the printed out data sheets provided by the PECS


3/4

training manual Every time the student initiates a pictorial exchange. This phase

(phase two) is working on teaching persistence and distance. The student teacher

is working one on one in a classroom setting to take the data on B.P. She will be

labeling

- The reinforcer that was chosen (must have between 5-10 highly preferreditems)- The communication partner- The location (of book, partner, item)

The student teacher will know this phase is passed when the student is able to use

persistence and initiate a request for 5-10 different reinforces ACROSS at least 5

environments. The student teacher will be working on collaborating with the SLP to

make sure the five environments are met (as of now, the student teacher is only

working with the student in her classroom- this may change once other settings are

identified).

Instructional Procedures/Reinforcement/Error Correction

1.)Give students options to multiple preferred reinforcers (magazine, IPad,Computer, toy cars, cars brochure)

2.)Allow student to choose reinforcer you have pictures of (made for PECSbook)

3.)Put away all other pictures so they only have the option of that picture (thisstage does not ask them to discriminate between pictures)

4.)Move the PECS book away from the student (can put anywhere in classroom,keep in line of sight)

5.)Allow student to see reinforcer (IPad, computer ect)6.)Get up from the table and bring the reinforcer with you (If possible, if it is

computer, you will have to make the student physically stop using the

computer and asking you permission before they may go on computer


4/4

again).

7.)Wait until the student brings the picture of the reinforcer to you (you will bestanding somewhere away from student).

8.)When the student brings the picture to you, immediately reinforce them bygiving them the desired item

9.)Make on data sheet10.) Repeat until the end of the period11.) If the student does not come and find you, restart the trial and go to

phase I

This phase is ALL about persistence and can take a long time. This is all about

teaching the student HOW to communicate and having the student COMING TO YOU!

Maintenance

Maintenance in this program is inherent. I will know the skill is being maintained

once the student is able to initiate all phases of the PECS system on her own acrossmultiple environments. Because it will be a mode of communication, the skill will be

maintained as long as the student has access to the materials.

Instructional Program for Scripted Curriculum

Documents

Transcript of Instructional Program for Scripted Curriculum