PEC System

[Trish]

Has anyone had luck using the pec system? We have been trying it for a few months now but my son just doesn't care to mess with the pictures. It's like pulling teeth to try and get him to hand you a card with the food he wants to eat. He just acts like he has no interest in the cards and just gets mad when we try to work with him.

[norma.thomas]

Hi, Trish.

This is a great question. Let’s divide the answer into several sections for easier readability, as the answer will be quite long.

A. What is Augmentative Communication? What is PECS?
Augmentative Communication [AC] is the use of non-speech techniques and strategies to supplement a child’s verbalizations / vocalizations [e.g., sign language, communication boards, voice output devices, PECS (Picture Exchange Communication System), etc.]. Traditionally, it’s been used when the child is able to comprehend more than he can intelligibly express. Research has shown that AC not only enhances the child’s communication, but also favilitates the development of functional speech.


B. When to Use AC
1. To support the acquisition of expressive language skills:
(a) When there is a gap between what the child understands and what he can express intelligibly.
(b) To help a child retrieve a word more easily [which can decrease frustration and encourage the child to persist with his communicative attempts.

2. To provide additional visual cues:
(a) schedules,
(b) aid with weak receptive language and auditory processing,
(c) provide suggestions for play.

3. To help establish and maintain more continuous flow back-and-forth interaction.


C. Things to Consider Before Employing an AC Tool
1. Intentional Communication
Is Clivey an intentional communicator? When he wants something he doesn’t have access to does he seek you or someone else to help him out? For example, if he wants a ball and it’s up on a shelf which he can’t reach, does he try to get you to retrieve the ball for him? If not, he might need additional assistance before you introduce the PECS strategy.

2. A Child’s Motivation
Are you aware of things for which Clivey has a strong preference? Generally, any learning situation will be more productive if the learner is highly motivated. If you can identify at least one object that gets your son motivated, then you can proceed with using PECS.


D. Other Things to Consider in Transitioning into an AC System
However, you may need to take additional steps beyond the 6 phases given on the website in order for the PECS systems to be a successful communication strategy for your family:

1. Learning Opportunities should be Multisensory.
(a) The child must recognize the actual object in his environment first.
For example, if your son wants to play with a ball, this would be a good opportunity to introduce the word ball, as he's highly motivated to interact with the ball. You would need to present the word 'ball' in context [e.g., as in when you’re playing ball with him]. Use the ball in as many ways as possible [e.g., roll the ball, bounce the ball, sit on the ball, etc.]. So, you’re associating the word “ball” with the actual object in many different highly pleasurable circumstances. At this point, you might not need to introduce the picture yet. Just be sure that he has heard you use the word ball in connection with the object in each of the scenarios.

(b) If your son doesn’t have very high tactile defensiveness, then you could try using play-dough to roll the dough into a spherical form, just like a ball. Then, again, engage in highly motivating activities with the “ball” dough, such as creating a face, a lollipop, etc.

(c) Present a picture of the ball (If you could take a picture of the actual ball that your son plays with, it would be even better). When the actual ball is not in sight but you want to ask him if he wants the ball, present the picture and say the word 'ball' as you point to it. Then, get the ball for him.

The rationale behind these physical activities is that in using a multisensory approach [i.e., linking learning through the engagement of multiple senses], we are more likely to remember, retain, and use the information. A child should be provided with learning opportunities to experience the properties of an object with his whole body, using as many senses as possible. In the case of the example above, the child should experience the texture of the ball [smooth/rough], the shape of the ball [round/ovoid as in a football], the hardness [soft as in a beach ball/hard as in a marble or a billiard ball], the sound of a ball as it bounces, the smell of a rubber ball, etc. The child should also experience the ball in its many uses. In other words, the conceptualization of ball that a child should form should be as rich as possible.

At this point, you can go into Phase 1 of the PECS system and work it through Phase 6. I found a website that provides additional details on this strategy:

http://www.iidc.indiana.edu/irca/communication/WhatisthePEC.html

2. The adoption of a communication system is a gradual process.
Please keep in mind that this is a gradual process that will take time. For this reason, you will want to start with a small number of cards of those objects that are highly motivating and then work your way up from there. And please remember that the parent must join the child in using these supplemental systems as a model for the child [i.e., the parent points to the picture symbols while speaking to the child, just as the parent would expect the child to communicate].

3. A digital camera may be quite a handy tool, especially in the beginning.
As indicated above, you may want to start originally with an actual picture of the object [perhaps laminated to stave off wear and tear]. Photos can be taken of the objects for the child who is just transitioning into the use of 2-dimensional cues to communicate choices as well as the child learning to understand the names of important people in his life. However, as your family becomes more proficient with the PECS system, you may want to adopt graphic representations of an object rather than pictures of the actual object. This will help your child to generalize concepts.

4. Emotions make all learning possible.
Stanley Greenspan and other proponents of a developmental approach to helping children with special needs maintain that “by interacting with a child in ways that capitalize on his emotions —by following his interests and motivations — you can help him climb the developmental ladder. You can help him want to learn how to attend to you; you can help him want to learn how to engage in a dialogue; you can inspire him to take initiative, to learn about causality and logic, to act to solve problems even before he speaks and moves into the world of ideas. As together you open and close many ‘circles of communication’ (a back-and-forth communication between you and your child) in a row, you can help him connect his emotions and his intent with his behavior (such as pointing for a toy) and eventually with his words and ideas (‘Give me that!’). In helping him link his emotions to his behavior and his words in a purposeful way, instead of learning by rote, you enable your child to begin to relate to you and the world more meaningfully, spontaneously, flexibly, and warmly. He gains a firmer foundation for advanced cognitive skills.”

Trish, I hope this has been helpful to you. Please let us know how it goes. Take care.


Materials used:
1. The Affect-Based Language Curriculum (ABLC), Second Edition
By Stanley I. Greenspan and Diane Lewis
Interdisciplinary Council on Developmental and Learning Disorders (April 2005)

2. What is the Picture Exchange Communication System or PECS?
By Beverly Vicker
The Reporter, 7(2), 1-4, 11
(2002)

3. Polyxo.com Teaching Children with Autism
By Jason M. Wallin
http://www.polyxo.com/visualsupport/pecs.html

[Trish]

Thanks so much for all the information, I really appreciate you taking the time for me. And yes it has told me alot I didn't know.

[Donna Reid]

Hey Trish, keep at him when using Pecs.. it takes some time for them to catch on to what is needed for the to do.. as with our children repeative motions is how they learn to do things. Also something to think about doing with the pecs is to break it down to like a morning, afternoon and evening routine. Our children are visual learners and so when you go to teach him something new, you have to repeat the process over and over again until they figure out that is what you want them to do. This could take anywhere from a few minutes to a few years for them to learn just one task set before them.

My own son is 14 years old and it took me 12 years to get him potty trained.. but once things finally clicked in his mind, what we were trying to get him to do, he now goes potty on his own instead of us asking him every hour or so if he has to go or show him the picture of the bathroom.. Just knowing now that he will go when he realizes he needs to, is a major goal accomplished.

As for meal times.. with my son, I've never asked him what he wants.. my other kids dont get that preferiental treatment and so he doesnt either. I've always been of a mind if I make something then they will eat it. I do take into consideration that there are certain foods that Marcus will avoid like the plague, plus he is on a strict no dairy diet due to alleries, but those are minor adjustments on me, not him. Now there are still some foods he will not eat due to not liking the texture of it.. but he eats everything else I make so I'm happy. But meal time is not something I have let my kids plan for me.. that is my job as a mom and so they comply with what I make. I guess it was because of the way I was raised, but mealtime is my deal and I'm a bit old fashioned in that resort.

But anyhow, you keep at him with the pecs.. and remember that it will take a long time before he gets the concept of the pecs system.
Donna

[Trish]

Thanks Donna for your expierience and advice. I am always open to learning from other parents who have been through what I am going through now. Cliveys therapists have decided not to pursue the PECS anymore. He has started talking more and more so they are just encouraging the talking and using a few signs. I still have all the PECS and I still encourage him to use them. Thanks again for taking the time to write. Talk to you soon!

[Donna Reid]

Humm the therapist deciding to not continue the PECS is all well and good.. but they have to take into consideration the situations at home. Plus the school will use pecs to help him transition from one task to another in the classroom..etc.. The therapist you have needs to consider that before making such a decision.. plus the pecs are also good to use to teach him what certain objects, tasks etc are. The pecs system is visual cues that can go hand in hand with Speech cues.

I use both at home for Marcus, but we have progressed away from pecs or the pictures of certain food items to Marcus going and getting that item to show to me and tell me what it is. Same thing applies to taking a bath, getting dressed, etc. Brushing his teeth is a whole other ballgame and is a nightmare routine. The toothbrush over stimulates his oral sensory and and so he fights me every step of the way.

We, Marcus and I, are slowly moving away from the pecs system as he gets more and more vocal cues to transition from one task to another, but I'm not cutting it out all together as they help with his speech therapy I do here at home.

Something else I've started with Marcus is the cue cards for the letters of the alphabet. He uses the cards to spell out words and to create sentences that he otherwise would have difficulty saying. It is nothing expensive I have.. I took my printer and in an overly large font size and printed out the alphabet, cut them out to individual letters and laminated them. Wala homemade flash cards..lol. This can work too with words to getting them to learn a wide varitey of common words we use everyday. This also works with my youngest son who has a learning disability. You can apply this concept to colors, numbers and such. Plus your saving money by spending dollars on getting them already made up by doing it yourself and what is better is that you have the documents saved and can print out more if the others wear out.

Well I've done more than just comment..lol. I've given ya some ideas to use in place of the pecs as an alternative and to help with speech therapy you can do at home.
Love, Donna

[norma.thomas]

Hi, Trish.

Are you still trying to use the PECS system with your son? I found out that there is going to be a PECS training session in Kentucky. The information pertaining to this event is as follows:

"Did you know that people all around the globe are implementing PECS with learners with a variety of developmental disabilities? Were you aware that there are over 50 PECS-related publications demonstrating the effectiveness of this functional communication system? Join your fellow professionals and parents around the world to picture your learners communicating!

This is a special invitation to receive a 10% discount to attend the PECS Basic Training in Louisville, Kentucky! This course offers 1.3 ASHA CEUs or 7.0 BACB CEUs. All participants will leave with practical knowledge that can immediately be implemented into any setting.

PECS Basic Training
May 4 - 5, 2009
Hilton Garden Inn - Louisville Airport
2735 Crittenden Drive
Louisville, KY 40209

This intense two-day training is designed to teach participants to appropriately implement the Picture Exchange Communication System (PECS). It begins with an overview of the Pyramid Approach to Education to explore the key components of designing effective educational environments. Participants will then learn how to implement the six Phases of PECS, including attributes, through presenter demonstrations, video examples, and role-play opportunities. Participants will leave the workshop with a fundamental understanding of how to implement PECS with individuals with autism, related developmental disabilities and/or limited communication skills.

Please visit our website at www.pecs.com for more information.

Group discounts are also available! Please contact me directly to redeem all discounts and/or to discuss any additional information via email at [e-mail] or phone [phone]).

I look forward to hearing from you!

Catherine B. Horton, M.S. CCC-SLP
Clinical Marketing Director
Pyramid Educational Consultants, Inc.
13 Garfield Way
Newark, DE 19713

Exclusive home of PECS (Picture Exchange Communication System) and the Pyramid Approach to Education"

P.S.: The Consumer Involvement Fund may help with the costs associated with attending the workshop.

[Meghan Anderson]

Hello, I haven't introduced myself on here yet (because it's being dumb and not letting me post a new discussion), but I am an ABA/VB consultant in Lexington (just moved here from Ohio)...I generally recommend using sign language vs. PECS...there are several reasons for this. First of all, sign language promotes vocalization and language development, secondly it is VERY easy for children to become dependent on the PECS pictures, and is very difficult to "untrain". If you would like more information, please do not hesitate to email me ([e-mail]). Hope this helps!
Meghan