COVER PAGE FOR PECS TWO-DAY WORKSHOP HANDOUTS

13 Garfield Way ◦ Newark, DE 19713 888-732-7462 ◦ www.pecs.com

PECS BASIC WORKSHOP

Version 12

Developed by: Lori Frost, M.S., CCC-SLP

Andy Bondy, Ph.D.

This workshop can be

hosted on-site by contacting us at

888-732-7462

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WORKSHOP OUTLINE

TOPIC MANUAL PAGES SLIDE #s Introduction Workshop Outline 2 Learner Objectives 3 Overview of PECS 4-5 Is the student a candidate for PECS? 6-9 What is “AAC”? 10 What about speech? 11 Overview of our Students 12-13 Learning and the Educational Environment 14-15 The Pyramid Approach to Education PECS and the Pyramid

3 16-17

• The Base of the Pyramid 4-10 18-61 ◦ Functional Communication 21-47 39-53

• The Top of the Pyramid 11-19 62-92 Traditional Communication Training Approaches 44-47 93 Getting Ready for PECS, Material Preparation, Setting the Stage for Communication

49-64 94-98

Phase l: The Physical Exchange 65-90 99-113 • The Structured Training Environment 69 • The Relaxed Training Environment 77 • Assessing the Trainers 79 • Cross-Reference with Additional Skills 80 • Frequently Asked Questions 81 • Bright Ideas 84 • Sample Data Sheets 86

Phase ll: Distance and Persistence 91-120 114-127 • The Structured Training Environment 95 • The Relaxed Training Environment 104 • Assessing the Trainers 110 • Cross Reference with Additional Skills 112 • Frequently Asked Questions 113 • Bright Ideas 116 • Sample Data Sheets 117

Phase lllA: Simple Discrimination 121-137 128-155 • The Structured Training Environment 125

◦ 4-Step Error Correction Procedure 128 ◦ Alternative Discrimination Strategies 132

Phase lllB: Conditional Discrimination 138-156 156-169 • 4-Step Error Correction Procedure 139 • The Relaxed Training Environment 144 • Assessing the Trainers 146 • Cross Reference with Additional Skills 148 • Frequently Asked Questions 149 • Bright Ideas 152 • Sample Data Sheets 153

Phase lV: Sentence Structure 157-182 170-187 • The Structured Training Environment 161

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• The Relaxed Training Environment 167 • Assessing the Trainers 173 • Cross Reference with Additional Skills 174

TOPIC MANUAL PAGES SLIDE #S • Frequently Asked Questions 175 • Bright Ideas 178 • Sample Data Sheets 179

Expanding Vocabulary – Attributes 183-206 188-197 • The Structured Training Environment 186 • 4-Step Error Correction Procedure 193 • The Relaxed Training Environment 200 • Assessing the Trainers 203 • Frequently Asked Questions 203 • Bright Ideas 204 • Sample Data Sheets 206

Phase V: Answering, “What do you want?” 207-220 198-205 • The Structured Training Environment 210 • The Relaxed Training Environment 213 • Assessing the Trainers 214 • Cross Reference with Additional Skills 215 • Frequently Asked Questions 216 • Bright Ideas 217 • Sample Data Sheets 218

Phase Vl: Commenting 221-240 206-216 • The Structured Training Environment 224 • The Relaxed Training Environment 232 • Assessing the Trainers 234 • Cross Reference with Additional Skills 235 • Frequently Asked Questions 236 • Bright Ideas 236 • Sample Data Sheets 237

Additional Critical Communication Skills 241-272 217-218 How to Say “No” 219-220 Giving up PECS Transitioning to Other Modalities

299-308 221-222

Outcome Data and Speech Development 223-230

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FORMS IN PECS MANUAL MANUAL PAGES PECS Data Forms CD

IEP Objectives 335 Critical Communication Skills Checklist 343 Reinforcer Worksheet 347 Vocabulary Selection Worksheet 351 PECS™ Implementer Skills Assessment 355

Critical Communication Skills Timeline 365 Data Forms 369 Error Correction Cheat Sheets 385 Communication Planning Worksheets 391

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Glossary of Terms

2-Person Prompting Procedure Primarily used when teaching skills involving initiation - such as asking for things or help, etc. One person entices with preferred outcome or creates a problem. The second person prompts to ensure the appropriate response. This strategy tends to reduce prompt dependency and errors.

4-Step Error Correction Error correction strategy involving four distinct steps to ensure that the response is under appropriate stimulus control. See page 128 of the PECS manual for an example.

Arbitrary/Artificial Reinforcer A reinforcer that is not a natural part of the routine (e.g., tokens, money, candy/sweets, an unrelated toy). As a general rule, the rate of dispensing these types of reinforcers should thin over time and, in optimal situations, more natural contingencies will be enough to sustain stable rates of the skill or behavior being taught. These involve reinforcers that are added into a situation and are typically different than any natural reinforcer associated with an activity. For example, going outside would be a natural reinforcer for putting on shoes while saying ‘Nice work’ or giving a token as a reward would be considered ‘arbitrary’ or ‘artificial.’ Also known as ‘conditioned reinforcer.’

Alternative Communication Any device, method or system used in place of speech for communication when speech has not developed or has been lost.

ARRT™ Audio Reinforcement Reminder Tones - tones at variable intervals to remind users to reinforce appropriate behaviours.

ASD Autism Spectrum Disorder - including various functioning and skill levels.

Augmentative Communication Any device, method or system used to supplement speech. Backstep Error Correction Error correction strategy for mistakes in sequential lessons involving

re-creating the step prior to the last error made. See page 76 of the PECS manual for an example.

Backward Chaining A teaching strategy in which the student is guided through all of the steps of a behavior sequence except for the last, which he completes on his own (or is taught to complete on his own). Once the last step is mastered, the student is taught the next to the last step, and so on, until he can complete the whole sequence independently. See page 69 of the PECS manual for more information.

Comment Commenting involves communicating about things in the world or aspects of those things. The outcome is typically purely social, as in leading to praise or simply continuing the conversation.

Communication Book/Binder A place to store and organize pictures for the student to keep and use to communicate throughout the day.

Communication Modality The form of communication a person uses (e.g., pictures, speech, sign language, writing).

Cue The natural event or signal that we should respond to (e.g., the stop sign in response to which a driver applied the brakes). Cues are signals that are part of the natural situation and will remain part of the environment. For example, when driving, we must respond to stop signs, red lights and other cues in order to be competent drivers.

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Delayed Prompting Varying the time between presenting the cue (i.e., what the learner will

come to respond to over time) and the prompt (i.e., the help provided to ensure a behavior occurs). The delay can be constant (i.e., always 5 seconds) or progressive (i.e., increasing over trials from 1 to 5 seconds). The goal of this strategy is for the student to begin responding to the cue rather than the prompt. When this happens, the teacher responds with differential reinforcement.

Differential Reinforcement Altering reinforcement levels between two distinct behaviors to promote specific changes in the rate or strength of one behavior. For example, responses following a prompt receive less reinforcement than responses that are independent. Using different or distinct levels, degrees or amounts of reinforcement for two different behaviors. For example, responding independently to a cue would result in a very big reward while responding to the prompt would result in a small reward.

Direct/Tangible Reinforcement The strengthening of a behavior through consequences specified by the behavior, such as tangible consequences (e.g., receiving a ball, jumping on a trampoline, receiving requested information, avoiding a penalty).

Discrete Lessons Lessons in which the student learns short, distinct repeatable behaviors that are either correct or incorrect depending upon the situation. For example, choosing the correct color or naming the day of the week.

Elicited Behaviour Behavior that is due in large measure to something that comes before (an antecedent condition). For example, if a dog ‘steals’ a child’s treat the crying or reaction was ‘elicited’ by the loss of the treat. Behaviors that are strongly influenced by preceding stimuli and hardly reactive to what follows. For example, jumping and screaming when pricked by a pin or crying when a favorite toy is taken away - these are ‘emotional’ reactions.

FEAB Functionally Equivalent Alternative Behavior - A socially acceptable and safe alternative behavior that serves the same function as the target behavior being reduced/eliminated. For example, using a ‘break’ card instead of hitting one’s head to get out of a task.

Forward Chaining A teaching strategy in which the student initially learns the first step of a sequence and is then guided through the remaining steps. Once he masters the first step, he is taught the second step, and so on, until he performs the entire sequence independently.

Functional Communication Functional communication requires at least two people - one who directs some action/behavior toward someone else who in turn provides an immediate reward - either material or social. Functional communication can involve any modality. Critical functional communication skills can involve ‘expressive’ as well as ‘receptive’ skills.

Intraverbal A response or continuation of something another person says (e.g., “I’d like a ham omelette” after the server asks, “May I take your order, please.”). Communication that depends upon what someone else has said (or otherwise communicated) but does not depend upon current motivation or something in the immediate environment. For example, answering questions such as “How are you?", "Where do you live?" and "What did you do last summer?” or responding to “My favorite movie is X” by talking about which movies you’ve seen lately.

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Let’s Make a Deal (LMAD) Making a deal is like signing a contract with your boss - your boss

wants you to work (the lesson in the case of teachers) and you want to know how much the salary is (the reward), what you need to do (the task), when you will get paid (how much work is there to do), and whether you can take a break/vacation. All are part of a visual system – the ‘contract’ or a token or point system.

Mand A verbal operant (from the root "command" or "demand") in which the antecedent is a state of deprivation (e.g., hunger) or an aversive condition (e.g., rain falling on your head) and the outcome is directly related (food or umbrella). A mand is similar to a request for a special reward - either something obtained (e.g., “I want truck”) or something removed (e.g., “Leave me alone!”).

MLU Mean Length of Utterance - the average length of the communication determined by number of morphemes in an utterance.

Natural Reinforcer A reinforcer that is a typical part of completing a routine or activity (e.g., eating a sandwich or drinking a milkshake immediately after preparation, going outside after putting on a sweater or jacket).

Picture Exchange Communication System™ (PECS)

The Picture Exchange Communication System (PECS) is used to help individuals who have no, or limited, functional communication skills in a systematic and evidence-based manner. If taught properly, the use of PECS has been shown to lead to rapidly acquired basic communication skills and also helps with the development of speech and often a reduction in behavior management issues

Pictures Visual icons or representations used within PECS from a variety of sources. They may be full color photographs, line drawings or even product logos. The ‘meaning’ of a picture comes from how it is used.

Powerful Reinforcer Powerful reinforcers involve consequences that broadly strengthen many aspects of behavior across a variety of settings and situations. They may involve materials, activities, be social or sensory based. Powerful reinforcement systems involve use of some type of visual way to track important parts of the contract between a teacher and a learner.

Prompt Any type of assistance or material modification provided to teach a new skill. For independence to occur, prompts must be eliminated. Prompts may involve physical, spoken, gestural, and other interactions.

PRT Pivotal Response Training is a behaviorally-based package of strategies designed to promote spontaneous communication and other important skills. It involves responding to the current interests of the child and gradually building upon those interests. Many strategies within PRT are similar to ones used within PECS.

Pyramid Approach to Education Also known as ‘Functional ABA.’ A broad-spectrum applied behavior analytic model involving a systematic approach to designing effective educational environments based upon the science of behavior, with a strong emphasis on functional activities and functional communication skills.

Reinforcer Consequences that lead to the strengthening of a behaviour (i.e., it is more likely to occur in the future) are called ‘reinforcers.’ For example, students are more likely to exchange a picture with a communicative partner if they have received their favorite toy immediately after an exchange.

Request A communicative behavior that results in tangible or direct outcomes. Response Generalization Changing an aspect of a behavior such as its rate, fluency, accuracy,

duration or intensity. These changes may be independent of changes in the immediate circumstances. For example, after learning to put away a single toy, a child learns to put away and properly sort 30 toys within 5 minutes without any help from a teacher; or using 5 different ways of saying ‘Hello’ or ‘No!’

Sentence Starter™ A carrier phrase used to begin communication. Often two or more words used on one picture. Examples include "I want", "I see", "I

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would like", "I have", "It is", "Let's Sing", "The weather is", "My name is".

Sentence Strip™ Part of the communication book - a strip upon which pictures are placed in a specific order to build an exchangeable phrase or sentence.

Sequential Lessons Lessons in which a series of steps are taught in a specific order (e.g., riding a bike, making a cup of tea, constructing a sentence).

SGD Speech Generating Device - An electronic augmentative or alternative communication device containing recorded or synthesized speech that enables individuals with severe speech impairment to vocally communicate.

Shaping Systematically using reinforcers to gradually change (shape) new actions beginning with skills already in a learner’s repertoire. These successive approximations to the desired behavior are reinforced as lesser quality demonstrations are no longer reinforced. Shaping may be viewed as ‘teaching without touching.’ Within pure shaping no prompts are utilised and thus there are no prompts to be removed.

Task Analysis The steps and the order of steps in a sequential lesson. VOCA Voice Output Communication Aide - An electronic augmentative or

alternative communication device containing recorded or synthesized speech that enables individuals with severe speech impairment to vocally communicate.

SIMPLE DEFINITIONS OF COMMON TERMS WITHIN VERBAL BEHAVIOR: Social Reinforcement The strengthening of a behavior through social consequences (e.g.,

praise, continued conversation, attention, a thumbs-up). Often, the process (strengthening) through reinforcement is noted as R+.

Stimulus Control When a behavior occurs in one situation and a different behavior occurs in a different situation, then the behavior is under stimulus control. For example, seeing something blue and saying ‘blue’ and seeing something red and saying ‘red.’ If only one occurs - saying ‘blue’ to all colours - then there is no stimulus control over saying ‘blue.’

Stimulus Generalization Changing the circumstances or situations resulting in additional appropriate opportunities for a behavior to occur (e.g., exchanging a picture with a range of adults; saying ‘mammal’ to a series of animal pictures).

Stimulus/Stimuli pl. People, objects and events in the environment occurring before a behavior that affect the likelihood or some aspect of a behavior.

Tact A verbal operant (from the root 'contact') in which the antecedent is some aspect of the immediate environment and the consequence is social or educational. Similar to a comment, a label, or a description.

http://en.wikipedia.org/wiki/Augmentative_and_alternative_communication�



http://en.wikipedia.org/wiki/Speech_impairment�









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Verbal Behavior by BF Skinner Skinner’s 1957 book analyzing communication and language from a

behavior analytic perspective. Verbal behavior is a behavior (defined in form by the community) directed to another person who in turn provides related direct or social rewards. See Chapter 15 of the PECS manual for more information on PECS and Verbal Behaviour.

Verbal Behaviour “…behavior reinforced through the mediation of other people…” (p. 2) in which “…the ‘listener’ must be responding in ways which have been conditioned precisely in order to reinforce the behavior of the speaker [by the verbal community]…” This is Skinner’s precise behavior analytic definition of what most would consider ‘communication’ or ‘language.’ In this analysis verbal does NOT mean vocal - it is a much broader term.

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Is this person a candidate for PECS?

Is he/she using functional communication?

NO

Consider PECS

Is the communication modality easily understood by unfamiliar listeners?

YES

NO

Consider PECS

YES

Is he/she initiating communication?

Can PECS be used to increase

length of utterance?


vocabulary?

YES

NO

YES Consider PECS

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Communication Bill of Rights

All persons, regardless of the extent or severity of their disabilities, have a basic right to affect, through communication, the conditions of their own existence. Beyond this general right, a number of specific communication rights should be ensured in all daily interactions and interventions involving persons who have severe disabilities. These basic communication rights are as follows:

1. The right to request desired objects, actions, events, and persons, and to express personal preferences, or feelings.

2. The right to be offered choices and alternatives.

3. The right to reject or refuse undesired objects, events, or actions, including the right to decline or reject all proffered choices.

4. The right to request, and be given, attention from and interaction with another person.

5. The right to request feedback or information about a state, an object, a person, or an event of interest.

6. The right to active treatment and intervention efforts to enable people with severe disabilities to communicate messages in whatever modes and as effectively and efficiently as their specific abilities will allow.

7. The right to have communicative acts acknowledged and responded to, even when the intent of these acts cannot be fulfilled by the responder.

8. The right to have access at all times to any needed augmentative and alternative communication devices and other assistive devices, to have those devices in good working order.

9. The right to environmental contexts, interactions, and opportunities that expect and encourage persons with disabilities to participate as full communicative partners with other people, including peers.

10. The right to be informed about the people, things, and events in one's immediate environment.

11. The right to be communicated with in a manner that recognizes and acknowledges the inherent dignity of the person being addressed, including the right to be part of communication exchanges about individuals that are conducted in his or her presence.

12. The right to be communicated with in ways that are meaningful, understandable, and culturally and linguistically appropriate.

National Joint Committee for the Communicative Needs of Persons with Severe Disabilities (1992


Immediate Plans for Potential PECS™ Candidate

Name Three Potential

Reinforcers

Date to Complete

Team Members R+ Assessment Critical Skills

Checklist 1.

2.

3.

Materials needed: � Velcro® hook � Velcro® loop � communication binder � Sentence Strip

� insert pages � pictures � oak tag paper � laminating supplies � book strap

� visual reinforcement system � schedule

� specific reinforcers:

� other:


Immediate Plans for Current PECS™ Users

Name

Description of Current PECS Use or Phase

Date to Complete

Action Plan Student Skills

Checklist

Critical Skills

Checklist 1.

2.

3.

Materials needed: � Velcro® hook � Velcro® loop � communication binder � Sentence Strip

� insert pages � pictures � oak tag paper � laminating supplies � book strap

� visual reinforcement system � schedule

� specific reinforcers:

� other:


PECS™ Implementation “To Do” List

Task Person

Responsible

Projected Completion

Date

Actual Completion

Date 1 Review workshop materials 2 Identify PECS™ candidates - complete

Critical Communication Skills Checklist for each

3 Meet with administrators • overview • funding

4 Complete shopping 5 Identify implementation staff 6 Notify families 7 Review PECS™ with staff 8 Review PECS™ with family 9 Gather practice materials 10 Role-play with staff and family 11 Identify ongoing staff roles

• maintain book • data analysis • ongoing R+ assessment • family liaison

12 Conduct reinforcer assessment for 1st student

13 Make specific pictures/book for student (cut/paste/laminate, etc.)

14 Identify potential PECS™ opportunities across the day

15 In integrated settings, review PECS™ with classmates

16 Begin PECS™ training


Review of PECS™ Phases

Phase Goal Procedures Special Considerations

I How to Communicate

2-person prompting procedure

No verbal prompts used Must have powerful R+ Wait for initiation

II Distance and Persistence

Shaping and/or 2-person prompting procedure Stimulus generalization

Shape two types of travel: to communicative partner and to book Never say, “Get your book.”

IIIA Discrimination – High vs.

Distracter

Discrimination teaching 4-Step Error Correction Procedure

Single teacher Distracter item must elicit negative reaction Reinforce at point of choice Reincorporate traveling

IIIB Discrimination – Multiple Preferred

Discrimination teaching with Correspondence Checks 4-Step Error Correction Procedure

Single teacher Teach to look inside book Reincorporate traveling

IV Sentence Structure

Backward Chaining Backstep Error Correction Procedure for order errors Delayed Prompting – Constant Time Delay to encourage speech

No verbal prompts used Teach student to “read” Sentence Strip Reincorporate traveling

Attributes Expanded sentence structure

Discrimination

Forward Chaining Discrimination training

Conduct R+ assessment for attributes Reincorporate traveling

V Answering “What do you want?”

Delayed Prompting – Progressive Time Delay

Mix opportunities for spontaneous and responsive requesting

VI Commenting

Delayed Prompting – Progressive Time Delay Discrimination Training

Reinforce requests and comments appropriately


Teaching Strategies across PECS™ Phases

Teaching Strategy

Phase I Phase II Phase III Phase IV Attributes Phase V Phase VI

2-person prompt

B/W or F/W chaining

Shaping

Discrimination teaching

Delayed prompting

Phase I

Communicative Partner _____ Non-verbal enticement _____ 1 picture at a time _____ Provides open hand AFTER reach _____ Gives item within ½ second _____ Labels the item _____ Fades the open hand

Physical Prompter

_____ WAITS for the REACH/initiation _____ Physically prompts for pick-

upreachrelease _____ Fades prompts effectively _____ Interrupts interfering behavior

(playing with the icon) _____ No verbal prompting _____ No R+ to the student

Phase II Communicative Partner

_____ One picture at a time _____ Non-verbal enticement _____ Gradually increases distance

from student _____ Eliminates “body language” cues,

turns away from the student _____ R+ within ½ second _____ Labels the item

Physical Prompter _____ WAITS for initiation _____ Physical assistance to go to the communicative partner if needed _____ Physical assistance to go to the

communication book and then the communicative partner

_____ Avoids verbal prompting and R+

Phase IIIA _____ Arranges for preferred and non-

preferred _____ Has both items in sight _____ Uses immediate verbal feedback at

the point of the choice _____ Uses 4-step error correction _____ Model the correct icon _____ Prompt the correct icon _____ Switch _____ Repeat ____ Max. 2-3 error correction cycles

Phase IIIB

_____ 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 Correction

if the item the student attempted to take did not match

_____ Teaches to the “reach” _____ Model the icon _____ Prompt the correct icon _____ Switch the focus _____ Repeat by offering both items

Phase IV

____ Stationary “I want” ____ Waits for initiation ____ Uses physical prompting only ____ Uses Backward Chaining to fade

prompts ____ Imm. verbal feedback for indep. ____ Moves the Sentence Starter up ____ Waits for initiation toward icon of

preferred item ____ Uses physical prompting only toward

the Sentence Starter ____ Uses imm. verbal feedback for indep.

toward the Sentence Starter

Phase V ____ Simultaneous presentation of the

prompt and the question

____ 1-second delay ____ Gradual increase in the delay ____ Differential R+ for independent response

Phase VI ____ Simultaneous presentation of the

prompt and the question

____ 1-second delay ____ Gradual increase in the delay ____ Social praise ONLY ____ Mixing commenting questions with

requesting questions

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Picture

Exchange

Communication

System

Developed by Andy Bondy, Ph.D. and Lori Frost, M.S., CCC/SLP

The Pyramid Approach to Education

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Workshop Outline

We will discuss:• The Pyramid Approach to Education• Functional Communication • Getting Ready to Teach Communication• The Six Phases of PECS• The Research Relating to PECS• Transitioning from PECS to other Modalities

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Learner ObjectivesYou will learn about:

• Key Pyramid components to design effective educational environments

• Strategies for creating opportunities for communication across the day

• Relationship between PECS and other communication training approaches

• How to implement all six phases of PECS with students, using a behavior analytic orientation

• Criteria for transitioning from PECS to other communication modalities

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PECS

• Development began in 1985• Based on principles of applied behavior

analysis and on B. F. Skinner’s 1957 book, Verbal Behavior

• Teaches functional communication that is immediately useful

• Can be used across ages and disabilities

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Armenia, Argentina, Australia, Austria, Belgium, Bermuda, Brazil, Brunei, Canada, Costa Rica, Cyprus, Denmark, Finland, France, Germany, Greece, Guyana, Holland,

Hong Kong, Iceland, India, Ireland, Israel, Italy, Japan, Kuwait, Luxembourg, Malaysia, Mexico, Morocco, Netherlands, New Zealand, Norway, Panama, Penang, Peru, Poland, Portugal, Qatar, Romania, Saudi Arabia, Singapore, Slovenia, South Africa, South Korea,

Spain, Sweden, Switzerland, Turkey, UK, United Arab Emirates, United States

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Is the student usingfunctional communication?

NO

Consider PECS

Is the student a candidate for PECS?Complete flowchart on page iv of handout

YES

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The student is using functional communication…

Is the communication modalityeasily understood by unfamiliar listeners?

YESNO

Consider PECS

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The communication modality is understood by unfamiliar listeners…

Is the student initiatingcommunication?

YESNO

Consider PECS

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The student is initiating communication…


length of utterance?

Can PECS be usedto increase

vocabulary?

YES YES

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Augmentative/Alternative Communication (AAC)

• Augmentative Communication– Any device, method or system used to

supplement speech• Alternative Communication

– Any device, method or system used for communication when speech has not developed or has been lost

• PECS can be both!

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What About Speech?

• Implementing PECS does not mean we are disregarding speech!

• While implementing PECS, we also are addressing development of speech

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• Student Characteristics– Behavior excesses

• Throwing, self-injury, running away, aggression

– Skill deficits• Speech, communication, gestures, approach,

eye contact, play

• Which do we talk about at the end of the day?• Which ones do we address first?

Our “Students”

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What does “to learn” mean?

• Learning = behavior change– After a successful lesson, you can do something

you couldn’t do before the lesson– Complete simple addition– Brush teeth– Ask for assistance– Say a new word

• Behavior change is observable

You must show what you know!

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Educational DecisionsWhy we do what we do!

• Teaching strategy based on research

• Teaching strategy based on theory

• Because that’s the way I do things!

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The Pyramid Approach to EducationDeveloped by Andy Bondy, Ph.D.

• A systematic approach to designing effective learning environments

• Based on a broad spectrum application of Applied Behavior Analysis (ABA)

• Blends motivational systems, functional activities, and creative communication training with the science of learning*The Pyramid Approach to Education, 2nd Edition (Bondy, 2011)

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The “what”of teaching

The “how”of teaching

The Pyramid Approach to Education

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Functional Activities

• Why do we have schools?– To teach skills to

• Get a job • Live independently

– Teach versus “take care of”

• What do we teach?– Skills necessary for independence– “A functional skill… is an action that will be performed by

someone else if a person with disabilities does not perform it” Lou Brown, 1984

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• Where do we teach?– Wherever the skill is needed

• When do we teach?– During typical daily activities– During activities we create

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Functional Materials:

Real materials in real situations should be used to teach functional skills

•What materials do we use?

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Functional Activities and PECS?• Students using

meaningless materials get bored!

• Students who are bored are not likely to communicate!

• Students engaged in functional activities have something to communicate about!

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Powerful ReinforcersMotivating Learners

Two methods to get students to participate:

Make them versus Entice them

The Pyramid Approach involves

enticing withpowerful

reinforcers

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Reinforcement• Reinforcement is a description of a property of

behavior• A consequence that increases the likelihood of

a behavior can be considered a reinforcer• Reinforcement is more than just a teaching

tool

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Powerful Reinforcers• Reinforcers can be social or tangible• Which do you prefer at work?• Are social reinforcers always effective?

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Identifying Reinforcers• Observe your student and

conduct reinforcer assessments• Identify reinforcers for each

student! Consider self-stimulatory behaviors

• OK to use if the R+ is socially appropriate and safe

• Expand “stimmy” R+ by finding something to match it

• Consider combinations of R+28

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Everyone Accesses Reinforcers…

29

We ask for them

We get them ourselves

Someone gives them to us

We earn them

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Pyramid PrinciplesUsing Powerful Reinforcers

• Begin with Grandma’s Secret

• Use a reinforcer-firststrategy– Let’s Make a Deal!!

• No reinforcer, no lesson!• Consider novelty, choice,

control

30

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• ½ second rule for NEW skills • Differential reinforcement

“Better than before? Then give ‘em more!”

• Natural versus additional reinforcers

I am working for

31

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Teaching Let’s Make a Deal1. Show student potential

reinforcer2. Ask student to perform

short, known task3. Immediately give

reinforcer

Over subsequent opportunities, slowly “stretch” deal by asking for more work

Hands down!

Manual p. 291 32

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Visual Reinforcement Systems• Start with a 1 token

deal• Teach 3 part sequence

- Take token- Place token - Cash-in token

• Eliminate prompts using a backward chain

• Increase gradually to 5 tokens

33

I am working for:

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Powerful Reinforcersand PECS?

• First PECS lesson = requesting a reinforcer• Teach that exchanging a picture is “easier”

than current method of getting reinforcers• Some PECS lessons will involve visual

reinforcement systems

34

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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)

39

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• Not all behaviors are communicative

• Must occur between two people

• Communicator directs behavior to communicative partner

• Communicative partner mediates access to reinforcer

40

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• Communication develops before spoken words Babies communicate before they say first words

• Communication is a two-way street

42

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Communicative Modalities

Speech

Writing

StopStopStop

Pictures Gestures

Sign LanguageBody Language

43

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USA Great Britain Canada France Japan

Australia Spain Italy Bulgaria Greece

Poland South Korea Chechnya Germany44

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Two Broad Functions ofExpressive Communication

Direct Consequences

RequestDemand

Command“Mand”

Social Consequences

CommentDescribe

Name“Tact”

45

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Two Broad Functions ofReceptive Communication

Direct Consequences

“Get the DVD”

Reinforcement iswatching DVD

Social Consequences

“Bring me some water”

Reinforcement is“Thanks!”

46

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Spontaneity is Related to Antecedent Events

47

Deprivation orEnvironmental

Event

Spontaneous/Self-Initiated

Question orPrompt Responsive

Model Imitative

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Nine Critical Communication SkillsExpressive

(Communicator)

1. Request reinforcers2. Request assistance3. Request break4. Yes/Accept5. No/Reject

Receptive (Communicative Partner)

6. Respond to “wait” or “no”

7. Follow directions8. Follow schedule9. Transition

See Critical CommunicationSkills Checklist: p 43, 34348

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Pyramid Principles for Teaching Functional Communication

DecisionsModalityCommunicative function to teach firstApproach to spontaneity

PECSPicturesRequesting

From beginning

49

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Contextually InappropriateBehavior

• Are certain behaviours always inappropriate?

• Behavior that occurs in the wrong place, at the wrong time, persists too long, or is too weak or forceful

• We are concerned with the function, not just the form, of the behavior

55

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Major Types of Functional Controlwhy we behave the way we do

• To gain some type of R+– Concrete, activity, social,

sensory

• To escape/avoid– Demand, activity, setting

• Elicited– Loss/delay of reinforcement– Rate of R+ induced– Biomedical factors, pain

56

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Pyramid Principlesfor Managing CIBs

Systematically teach acceptable alternativebehavior that serves the same function

FEAB: Functionally Equivalent

Alternative Behavior

57

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CIBs and PECS?Potential FEABs

Function FEABRequest reinforcerIndicate “yes”

Avoidance/EscapeIndicate “no”Request break

ElicitedRespond to “wait”Follow schedule“Surprise”

Gain reinforcement

58

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Behavior Plan

• Proactive: when unwanted behavior is not occurring – Develop plan for teaching FEAB– Reinforce absence of inappropriate behavior

• Reactive: in response to unwanted behavior– Use plan developed by team– Train all team members to implement plan

59

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Generalization

• Two approaches to generalization– Train skill to mastery then generalize– Teach generalization from the beginning

• The Pyramid Approach involves planning for generalization from the beginning

62

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All Skills PECSStimulus Generalization:People, supervisory level, places, time, materials

Variety of communicative partners, across different activities, in different environments

Two Types of Generalization

Response Generalization:Rate, #, duration, intensity, complexity, accuracy, diversity (“hi,” “hello,” “g’day,” “hey”)

Rate of communicative initiations, perseverance, diverse and complex sentence forms

63

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Generalization and PECSTeaching PECS in many environments

65

A persistent and effective communicator

Addressing many generalization factors

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Effective LessonsTwo Basic Lesson Types

Discrete Sequential

Respond to “give me banana” Tie shoes

Both can be student-initiated or teacher-led

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Discrete Lessons• Short, distinct, repeatable behaviors

• “Short and sweet means it’s discrete!”

• Vocabulary facts, maths facts, naming objects, sorting, picture discrimination

• Repetition is feasible but not always helpful

67

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Sequential Lessons

• Series of steps performed in a specific order• “If the steps are essential, then it’s

sequential”• Tie shoes, brush teeth, ride a bike,

recite the alphabet

68

A- B- C- D

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Teaching Sequential Lessons

• Develop a task analysis

• Backward chains - last step is mastered first

• Forward chains - first step is mastered first

69

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Effective Lessons and PECS?

Student-Led Teacher-Led

Discrete Phase III Phase V, VI

Sequential Phase I, II, IV Phase VI

70

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Teaching Strategies

• Teaching a new skill involves “helping” the student to perform the new behavior

• The “help” we provide = prompt

• Prompt types include physical, verbal, gestural, visual…

71

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Moving Toward Independence

• Cue = natural event/signal we respond to

• Our job = gradually eliminate the prompt so student responds only to cue

• This process = establishing stimulus control

72

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Behavior Prompt Cue

Requesting a drink of water

Mom saying, “Tell me what

you want.” Thirst

Stopping car at intersection

“STOP!!!”Red lightStop sign

Taking turn while playing a

game

“It’s your turn now”

Previous player has finished

turn 73

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Pyramid Principles for Teaching Strategies

• Choose prompt carefully – if what you tried did not work then you did not prompt!

• Use one prompt at a time• Should we repeat a prompt?• Quickly eliminate prompt – know your plan

to eliminate before you begin the lesson• Lessons should be dynamic

Prompt dependency is due tolesson design, not disability

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Teaching without Prompting -Shaping

• Why? No prompts to eliminate• How?

– Define the target skill– Reinforce successive approximations of target

skill

• Try not to combine with prompting• Should involve NO errors

75

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Teaching Strategies and PECS?Teaching Strategy

PhaseI

PhaseII

Phase III

Phase IV

Attri-butes

PhaseV

PhaseVI

2-Person Prompt ProcedureB/W or F/W Chaining

Shaping

Discrimination Training

Delayed Prompting

76

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Error Correction

• Effective use of lesson types and teaching strategies results in fewer errors

• Respond to errors by correcting, not merely fixing

80

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Errors in Discrete Trials Modeling the correct answer and reinforcing

imitation is fixing, not teaching

Saturday!

What day is

it?It’s

Monday

MondayGood!

81

Teaching = defining steps necessary to establish stimulus control, resulting in independence

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Correctly Responding to a Discrete Error

Saturday!

What day is

it?

It’s Monday. What day

is it? Monday

Good! Clap

hands.

What day is

it?

Monday

Well done.

82

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Step Appropriate Stimulus Control?

Analysis

1. Model or show correct answer

No Student merely imitates

2. Practice the response by repeating the original stimulus

No Student could be repeating last correct response

3. Switch to new task

Stimulus control is changed

Student switches to something different

4. Repeat the original stimulus

YES!!! Student independently responds

What do we call this? The 4-Step Error Correction Procedure! 83

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Errors in Sequential Lessons

Prompting the student through/after the incorrect step is fixing, not teaching—the student learns to wait for the prompt

Establishing that each step signals the next step is teaching

84

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Teacher takes the student back in the sequence to last correct step and prompts the next step

The Backstep Error Correction Procedure!

Task AnalysisEnter room

Unzip coat

Remove coat

Open closet

Hang coat

Close closet

Student

Drops coat on floor

Teacher

Picks coat up, takes student back to last correct step (coat on) and prompts forward

Student

With prompting, holds coat upon removal and opens closet while still holding it

85

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Error Correction: What Type?Lesson Type Error Correction

Writing Name

What’s 2+2?

How old are you?

PictureDiscrimination

Tie Shoes

Sequential

Discrete

Sequential

Discrete

Discrete

4-Step

4-Step

4-Step

Backstep

Backstep

86

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Error Correction and PECS

• PECS will involve both!

• For discrimination errors: 4-Step

• For sentence structure errors: Backstep

87

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Data Collection and Analysis• Purpose of data collection

– To avoid wasting your own time by determining if the lesson is effective

– To determine what changes to make – To improve consistency between team members

when transferring student

• Collect more data early and less later• Type of data should relate to goal• Analyze and summarize for trends

For problems, review Pyramid elements88

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Data Collection and PECS

Appendix G in PECS Training Manual, 2nd Edition, p. 369

PECS Data Forms CD89

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Communication Training Approaches We’ve Used

93

Approach Pre-requisites Spontaneityfrom

beginning

Social Approach

Speech Imitation

Eye contactImitation

No No

Sign Language

Imitation No No

Picture Point

Picture discrimination

No No

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Getting Ready for PECS• Identify POWERFUL reinforcers

– Items student exerts effort to gain access to– Items student resists having taken away– Item student spends a lot of time with

• Prepare materials (Manual pp 61-62)– Collect/make pictures– Laminate– Apply hook & loop fastener– Gather several reinforcers and corresponding

pictures for first lesson

94

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Setting the Stage for PECS

• Do not pre-empt communication– Do not anticipate and meet needs– Do not ‘speak’ for the student– Do not assume student cannot communicate

• Create and capture opportunities for communication

• Expect communication all day (Manual Chapter 12, p. 273)

95

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Create and Wait™

96

Pause during afavorite routine

Items in sight butout of reach

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Create and Wait™

97

Offer part of a multi-component

item

Offer an associated item

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98

Nine Critical Skills Timeline

Manual pp. 241-272

CommunicationIntervention

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Phase I: Physical Exchangemand/tact

• Goal: Initiate communicative interaction• Teaches how to communicate• The “rules” of communication

– Approach communicative partner– Deliver message

• Picture discrimination is not a prerequisite

• Initiation means student must “go first” (What does this look like?)

99

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Phase I

• Once student initiates, teach the motor response:

Pick up Reach Release

• Lesson Type: Sequential• Prompt Type: Physical 2-Person Prompt Procedure with Backward

Chaining

100

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101

PP waits for the initiation, then …

prompts the pick-up, reach,

and release. CP delivers R+ within ½

second, labels item and praises

student

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Phase I

• Role of Open/Empty Hand Provides information to the student on where to

put picture – enhances some aspect of the communicative partner

Is not shown until student has initiated

Must not become a prompt

102

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ResponsibilitiesCommunicative

Partner

Begin new trial by retrieving item from student and re-enticing, or by offering new item

Switch reinforcersHow to retrieve item?

PhysicalPrompter

Eliminate prompts using backward chaining

Collect data Play the role of ‘silent

partner’

103

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Trial Staff Item Pick-Up Reach Release OpenHand

1 UT top FP PP + FP PP + FP PP + Yes No


3 TW top FP PP + FP PP + FP PP + Yes No

4 TW frog FP PP + FP PP + FP PP + Yes No

5 UT frog FP PP + FP PP + FP PP + Yes No




9 TW Top FP PP + FP PP + FP PP + Yes No

10 UT Top FP PP + FP PP + FP PP + Yes No

107


What if …?

• Student is not looking at the picture?– move the picture around

• Student has physical challenges?

109

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Staff Pick Up Reach Release Open Hand? Picture ActivityCC FP FP FP Y Book Free playCC FP FP FP Y Book Free play

MFM FP FP PP Y Book Free playMFM FP FP + Y Car Free playNS FP PP + Y Bell MusicNS FP PP + Y Bell MusicNS FP + + Y Bell MusicJB FP + + Y Drink LunchJB PP + + N Cake LunchLF + + + N Swing Recess

Independent exchange across 3-5 reinforcers with 2+ communicative partners in 2 different environments.

Phase I Mastery Criterion:

Manual, p. 86110

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Phase II:Distance and Persistence

mand/tact and mand

• Goal: Persist across obstacles

• Continuing to teach “how” to communicate

• No discrimination• Each student must

have a book!

114

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Distance: Teaching Traveling• Teach students to travel:

– to communicative partner– with book or to get picture from book– from room to room with book

• Lesson Type: Sequential

• Teaching Strategy:Shaping

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Shaping is errorless, but what if…?

Issue SolutionPP available

SolutionCP alone

Student stops on the way to CP

Backstep Re-set the trial

Student goes to CP without picture or book

Backstep Re-set the trial

Student goes to CP and tries to give entire book

Backstep and prompt to give picture only

Wait until PP available

117

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Can’t Travel?

118

• Student is non-ambulatory or cannot leave seat• Teach “Come here”

• 2-Person Prompt Procedure• CP stands away from student with desired item• PP prompts student to activate call device• CP approaches and student requests

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Phase II: Persistence

• Get communication partner’s attention when back is turned

• Get rid of all subtle prompts!– body orientation, eye contact, drama

• Request during group activities• Request items out of sight• Never say, “Get your book!”

120

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Manual, p. 117Phase II lasts forever!

Mastery Criteria: Before moving to Phase III, student should be able to cross room to retrieve picture and cross room to CP. Student should have 5-10 reinforcers.

staff Item Distance to listener # trials at target distance:

# independent trials at target distance:

CC Gear Toy Start of Activity: 0 1 2 3 4 5 6 7 8 9 10 5 5End of Activity:0 1 2 3 4 5 6 7 8 9 10

Distance to book # trials at target distance:

# independent trials at target distance:

Start of Activity: 0 1 2 3 4 5 6 7 8 9 10

2 1End of Activity:0 1 2 3 4 5 6 7 8 9 10

124

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Phase III: Discriminationmand

• Goal: choose from among all pictures on or in book

• Only one teacher is needed

128

Is this a good place to start?

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IIIA: Simple Discrimination• Motivation to use

correct picture is getting desired item and avoiding undesired item (differential reinforcement)!

• Begin with highly preferred vs. non-preferred

129

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The New Behavior• Silently entice with both

items• Lesson type: discrete• New skill = choose

the correct picture• ½ second rule!!• Rearrange pictures after

correct trial

130

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What if…?Student … Teacher should…

Student plays with distracter

Gives R+ picture“Ooh” at the moment of choice and give reinforcer after the exchange

Gives distracter picture Say nothing, accept picture and give non-preferred item

Find new distracter

Student rejects distracter 4-Step Error Correction

132

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Model

133

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Practice

134

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Switch

135

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Repeat

136

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1. Model/Show 2. Practice

3. Switch 4. Repeat

137

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Step Teacher StudentEntice with both items

Gives incorrect picture

Give corresponding itemReacts negatively

1. MODEL/SHOW Tap/point to correct picture

2. PRACTICE Hold open hand near or prompt student to exchange the picture

Gives target picturePraise (do not give item)

3. SWITCH “Do this,” turn book over (change focus of attention)

Performs action

4. REPEAT Entice with both items

(use ½ second rule for selection)

Gives correct picture

Allow access, label, praise 138

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Phase IIIA Reminders

• Picture being taught varies by what is currently reinforcing

• Vary the “distracter” picture

• Switch your switches! (Step 3)

140

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Phase IIIA Reminders

• Cycle through 4-Step two to three times– Return to level of mastery– 4-Step counts as one trial

• Keep communication book at level of mastery when not teaching Phase IIIA

141

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Staff Preferred Item

Non-Preferred Item

Performance

N Play Clay Sock + -



N Play Clay Sock + -2

143


Staff Date Activity Preferred Item Non-Preferred Accuracy

AO 4/12 Arrival banana box + AO 4/12 “ MP3 player paper + JW 4/12 Game Yatzee™ cards +JW 4/12 “ dice pencil + JW 4/12 “ dice box + SH 4/12 Gym jump rope ball -SH 4/12 “ hula hoop ball +SB 4/12 Transition drinking

fountainpaper +

ZB 4/12 Lunch papaya rice +ZB 4/12 Recreation MP3 player book +

Mastery Criteria: Student exchanges correct picture on 80% of trials using several target pictures versus several distracter pictures.

145

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If Criterion is Not Met in Phase IIIA

• Be certain that the team:– taught Phase IIIA for 2-3 weeks– provided 40-50 opportunities per day– reinforced at the moment of correct choice– conducted the 4-Step correctly

• Then consider using a discrimination training alternative

146

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Alternative Strategies

Big pictures far apart

147

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High Preferred vs. Blank

148

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Big vs. Small

149

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Alternative StrategiesDifferent Symbol Sets

pogoboardsBoardmaker©Pics for PECS©

Picture This©Flash© web

crayons

Overboard©

logo

150

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IIIB: Discrimination between Multiple Pictures of Preferred Items

mand

• Student must demonstrate correspondence between picture and chosen item

• Determine whether student’s actions match his request

• We call this a “Correspondence Check”

156

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Correspondence Checks1. Show both items at one time

2. Wait for exchange

3. Offer items to student

157

“Here”

“Go ahead“

“Take it“

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What if…?• Student reaches for non-corresponding item?

– Block it! Don’t let her take it– Is this an error?– Lesson Type: Discrete– Error Correction: 4-Step

159

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160

Teach to the Reach

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161

STEP TEACHER STUDENTEntice with both items

Gives picture

Correspondence Check “Take it” “Go ahead” “Here”

Reaches for wrong item

Block access

1. MODEL or SHOW Tap/point to target picture

2. PRACTICE Holds open hand near picture

Gives target picture

Praise (do not give item)

3. SWITCH “Do this” “Touch____” etc.

Performs action

4. REPEAT Entice with both items

Gives picture

Correspondence Check “Go ahead” “Have some”

Takes correct item

Allow access, praise, label

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Next Steps in Phase IIIB• 3 preferred• 4 preferred • 5 preferred

(“X” pattern)• Look inside book• Thumb through pages• Begin organizing

pictures• Reintroduce Phase II

elements

} Maintain periodic Correspondence Checks

163

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Discrim.Level(array size)

Correspondence Check

Activity Pictures

2 3 4 5 + - NA Science pencil, paper, drink

2 3 4 5 + - NA pencil, paper, drink

2 3 4 5 + - NA pencil, paper, drink

2 3 4 5 + - NA Board games

spinner, $, card, dice

2 3 4 5 + - NA spinner, $, card, dice

2 3 4 5 + - NA spinner, $, card, dice

2 3 4 5 + - NA Cooking bread, knife, jam, butter, spoon

2 3 4 5 + - NA bread, knife, jam, butter, spoon

2 3 4 5 + - NA bread, knife, jam, butter spoon

2 3 4 5 + - NA bread, knife, jam, butter, spoon

Mastery Criteria: Student takes corresponding item on 80% of trials, any size array. Student looks inside book to find picture.

Manual p.155, 376 and PECS Data CD168

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Is saying “no” okay?

• “Nagging” is good!• If you are Grandma,

occasionally saying “no” is safe.

• Use Critical Communication Skills as alternatives to saying “no.”

• Stay tuned for more ideas later!

I am working for

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Phase IV: Sentence Structuremand with autoclitic frame

• Building toward spontaneous commenting

• Sentence Starters provide information to listener on function of communication

• Teach student to construct and exchange a Sentence Strip while maintaining a requesting function

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Final Goal

1. Remove “I want” icon2. Place on Sentence Strip3. Remove R+ picture4. Put on Sentence Strip5. Remove and give Sentence Strip6. Tap the symbols

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Phase IV

• What type of lesson is this?– Sequential

• What type of prompt will be needed?– Physical

• What teaching strategy will we use?– Backward Chaining

• How many teachers?– One

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Step 1: Add Reinforcer Picture to Sentence Strip

• “I want” Sentence Starter already on strip• Wait for initiation• Physically prompt to add R+ picture and

exchange strip – eliminate prompt over subsequent trials

• Quickly read strip to student and give R +

• Reinforce target behavior within ½ sec

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Step 2: Add both Picturesto Sentence Strip

• Wait for initiation• Prompt adding “I want” to Sentence Strip – eliminate

prompt over subsequent trials• Student will independently add R+ picture and

exchange Strip• Quickly read Strip to student and give R+• Reinforce target behaviour within ½ sec

174

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Trial Put "I want"on strip

Put R+ picture on strip

Exchangestrip

Tap picturesto “read”

1

2

3

4

5

6

7

8

9

10

11+ = independent; FP = full physical prompt; PP = partial physical prompt; G = gestural prompt

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Step 3: Read the Sentence Strip

• Teach student to point to pictures as you read strip

• Use backward chaining to eliminate the prompt

• Differentially reinforce when independent

178

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Step 4: Encourage Speech

• Add constant time delay (3-5 seconds) to encourage speech

• Differentially reinforce talking (have a party!)• Do not insist on speech!• Do not withhold reinforcer if student does

not speak!• Honor the exchange!

179

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What if…?• The student adds the 2nd picture to the strip

first but puts it in the correct place? This is okay!

• The Sentence Strip is handed to you with the pictures in the wrong order? Backstep Error Correction

• The student taps out the strip but doesn’t exchange it? Backstep Error Correction

181

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Phase IV: Summary

182

1. The student places the reinforcer symbol on the strip and exchanges.

2. The student puts the ‘I want’ and the reinforcer symbol on the strip and exchanges.

3. The student taps the symbols.

4. The teacher inserts a 3-5 second time delay before naming the reinforcer item.

3-5 second delay

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183

Put "I want"on strip

Put R+ picture on strip

Exchangestrip

Tap picturesto “read”

FP PP G + FP PP G + FP PP G + FP PP G +









FP - fully prompted; PP – partially prompted; G – gesturally prompted; + - independent.

Phase IVMastery Criterion: Student independently constructs and exchanges the Sentence Strip on 80% of opportunities.Manual p. 179, 377 and PECS Data CD

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After Phase IV

Phase IV

Phase VPhase VI

Attributes and Additional Vocabulary

• After Phase IV mastery, training takes two separate paths

• Each path followed separately yet concurrently

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Attributes

• Prerequisite: preference for a particular attribute

• Receptive mastery is not a prerequisite

• Manual pp. 183-206188

Goal: Use attributes to request specific reinforcer

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Attributes• Conduct reinforcer assessment

• Step 1: Three-picture sentence construction - no attribute icon discrimination required

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• Step 2: Discrimination between high and non-preferred attribute icons4-Step Error Correction

191

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• Step 3: Discrimination between two+ preferred attribute icons - Correspondence Checks4-Step Error Correction

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Phase V: Responsive Requestingintraverbal-mand

• Add another building block towards commenting

• Teach responding to a question while maintaining requesting function

• Introduce new prompting strategy -progressive time delay

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Goal: Responsively and spontaneously request

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Phase V- Step 1

Simultaneously ask question (natural cue) and point to Sentence Starter (prompt)

What do you want?

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Phase V - Step 2

Gradually lengtheninterval betweennatural cue andprompt until student“beats the prompt”

What do you want?

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Phase V - Step 3

• Maintain spontaneous requesting!• Alternate between opportunities for

spontaneous requesting and answering, “What do you want?”– Create lessons/opportunities in which this

alternating is the goal of the lesson

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Mastery Criterion: Student independently answers “What do you want?” and spontaneously requests.

Manual, p. 218 and PECS Data CD

StaffInitials

Date Activity Items Pause interval(seconds)

Did the student “beat” the prompt?

SK 03/05 Art paint 0 1 2 3 4 5 YES NOSK blue 0 1 2 3 4 5 YES NOSK glue 0 1 2 3 4 5 YES NOSK paper 0 1 2 3 4 5 YES NOSK glitter 0 1 2 3 4 5 YES NOSK red 0 1 2 3 4 5 YES NOSK glue 0 1 2 3 4 5 YES NOSK card 0 1 2 3 4 5 YES NOSK paper 0 1 2 3 4 5 YES NOSK scissors 0 1 2 3 4 5 YES NO

205

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Phase VI: Commentingintraverbal-tact, tact

Two functions of communication: A review

Function In response to Results in

Commenting An interesting environmental

event

Social reinforcement

Requesting A need/desire Tangible reinforcement

Long term goal—student spontaneously comments on the world around him!

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Phase VI: Commenting• Many of our students do not respond to social

reinforcement so spontaneous commenting may be difficult

• Therefore, our first commenting lesson involves answering a question

• Start with questions that are likely to be reinforcing from the student’s perspective– What do you see?– What is it?– What do you smell?

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Commenting

• People comment on:– Surprises– Changes in expectations– Novelty– Unusual events

• Our commenting lessons must involve these elements!

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Teaching CommentingStep 1: Answer the Comment Question

• No Sentence Starter discrimination

• Ask, “What do you see/hear/smell?”

• Eliminate your prompt using progressive time delay

• Reinforce appropriately!!

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Teaching CommentingStep 2: Sentence Starter Discrimination

• Alternate asking, “What do you want?” and “What do you see/smell/hear?”

• “Ooh the new” at moment of correct choice

• Reinforce appropriately!!

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What if?

Sentence Construction

Sentence Starter Discrimination

What type of lesson?

Sequential Discrete

Error Correction? Backstep 4-Step

• Student makes a mistake?

• Student is not happy with receiving only social reinforcement?– Remember “reinforcer first” strategy and “Let’s

Make a Deal”

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• Step 3: Maintain spontaneous requesting

• Step 4: Teach spontaneous commenting

• Add additional Sentence Starters

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ActivitySentence

Starter(in question)

Correct SS Discrim?

Zoo trip See + -Hear + -

See + -

Want + -

Spontaneous Request + -

It is + -

Hear + -

SpontaneousRequest + -

Hear + -

Phase VIMastery Criteria:Student…• Spontaneously requests• Responsively requests

using correct Sentence Starters and vocabulary

• Responsively comments• Spontaneously

commentsManual, p. 237 & PECS Data CD

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What next? PECS Advanced Skills• Continue to teach new Sentence Starters

• Introduce new vocabulary and syntax

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CriticalCommunicationSkillsTimeline

Manual pp. 241-272

What else?

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Nine Critical Communication Skills

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How to say “No” (and live to tell about it!)

Show empty container Offer alternatives

Let’s Make a Deal

Visually represent ‘no’

Put icon on schedule

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NEVER take pictures away!

Say, “NO!” and … mean it!

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Modality Transitioning• Successful transitions from any modality to

any other modality include:– New modality vocabulary = current vocabulary– Rate of initiation is equal – Length of utterance is equal– New modality is at least 80% intelligible to

unfamiliar listener– Speed of interaction is equal

•Taking away skills is unethical!!

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Number of Pictures and Spoken Words Acquired After PECS Training

Age at Start = 3 years 0 months

First Spoken Word

(61)

(91)

Andy Bondy and Lori Frost, 1994223

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0

10

20

30

40

50

60

0 2 4 6 8 10 12 14 16 18 20 22 24Number of Months After PECS

Num

ber i

n Re

perto

ire

PicturesWords

Number of Pictures Learned in PECS

Andy Bondy and Lori Frost, 1994 224

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Andy Bondy and Lori Frost, 1994225

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How widespread is PECS?

• Nearly 100 published articles• At least

– 60 data based or case studies

– 12 articles - descriptive – 6 literature reviews

• Articles generated in 13 countries including the USA, UK, New Zealand, Brazil, Greece, Japan, Australia, France, Peru

• See www.pecs.com

226

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Comparison of PRT and PECSSchreibman, Koegel, Stahmer & Koegel (in preparation)

• Comparison of two commonly-used early communication interventions PRT is vocally based & PECS is visually based Is one better for very young children with autism?

• What are the pretreatment characteristics associated with responsivity to each of the two interventions?

• 39 children with autism ≤ 10 functional words Mean age = 29.21 months, SD = 5.67

• Stratified randomization (n=19 or 20) with children matched on: Early word use/Developmental Level/Age

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Individual Participant Response Patterns in PRT and PECS

-50

0

50

100

150

200

250

300

350

400

PRT Participants PECS Participants

Treatment Condition

CD

I Spo

ken

Wor

ds C

hang

e S

core

overall mean change score = 72.7

228

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All Participants: Communication Strategies

0102030405060708090

100

PRT PECS

Treatment Condition

Perc

enta

ge o

f Par

ticip

ants

25+ Spoken Words 80+ Spoken Words Picture Discrimination

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Quiz Questions

Functional Activities Skills necessary for independence … A. Should be taught only if students can’t keep up academically with their peers B. Should be taught from the beginning of a student’s education Powerful Reinforcers Reinforcement for a new skill should be delivered… A. Within ½ second after the target behavior/skill is exhibited B. Within 3 seconds after the target behavior/skill is exhibited We should become “Grandma” … A. After the student is compliant with simple demands B. From the very beginning of our relationship with the student The Pyramid Approach to reinforcement involves… A. Using a “reinforcer-first” strategy B. Using a “make them behave” approach Functional Communication The consequence for requesting is… A. Social reinforcement B. Tangible/direct reinforcement Communication requires… A. One person B. At least two people Commenting results in… A. Social reinforcement B. Tangible/direct reinforcement Contextually Inappropriate Behaviors FEAB is … A. An alternative behavior that appears socially appropriate to adults B. An alternative behavior having the same function as the original behavior


Teaching Strategies A prompt is … A. Assistance provided by the teacher B. A natural environmental event A cue … A. Must be eliminated B. Is not eliminated Data Collection Data should be collected … A. On every single trial B. Often enough to determine if the lesson is “working” The four elements of the base of the Pyramid are powerful reinforcers, communication, behavior, and … A. Functional Activities B. Generalization Phase I PECS Phase I teaches… A. Discrimination between pictures B. “How” to communicate Use the two-person prompting procedure to teach A. Sentence construction B. Initiation of communication Phase II Phase II teaches … A. Distance and persistence B. Discrimination between pictures When is Phase II mastered? A. Never B. When the student can travel 10 steps to his CP and to his book


Phase IIIA Phase IIIA teaches… A. Discrimination between pictures of a high-preferred item and a non-preferred item B. Discrimination between pictures of two or more preferred items Phase IIIA is what type of lesson? A. Sequential B. Discrete Respond to Phase IIIA errors with… A. 4-Step B. Backstep Phase IV The student should “tap” the pictures on the Sentence Strip … A. From the beginning of Phase IV B. Once he is independent in constructing the Sentence Strip If a student speaks while you “read back” the strip A. Insist that he do it on each subsequent trial B. Have a party!!! Attributes Is receptive mastery of an attribute a requirement before teaching attributes within PECS? A. Yes B. No In Attribute training, teaching the three-picture sentence is … A. A sequential lesson B. A discrete lesson Teaching discrimination between attribute icons is… A. A sequential lesson B. A discrete lesson


Research References

Slide # Reference 11 Charlop-Christy, M.H., Carpenter, M, Le, L., LeBlanc, L, & Kelley, K. (2002).

Using the Picture Exchange Communication System (PECS) with children with autism: Assessment of PECS acquisition, speech, social-communicative behavior, and problem behaviors. Journal of Applied Behavior Analysis, 35, 213-231. Abstract: The picture exchange communication system (PECS) is an augmentative communication system frequently used with children with autism (Bondy & Frost, 1994; Siegel, 2000; Yamall, 2000). Despite its common clinical use, no well-controlled empirical investigations have been conducted to test the effectiveness of PECS. Using a multiple baseline design, the present study examined the acquisition of PECS with 3 children with autism. In addition, the study examined the effects of PECS training on the emergence of speech in play and academic settings. Ancillary measures of social-communicative behaviors and problem behaviors were recorded. Results indicated that all 3 children met the learning criterion for PECS and showed concomitant increases in verbal speech. Ancillary gains were associated with increases in social-communicative behaviors and decreases in problem behaviors. The results are discussed in terms of the provision of empirical support for PECS as well as the concomitant positive side effects of its use. (http://seab.envmed.rochester.edu/jaba/articles/2002/jaba-35-03-0213.pdf

18 )

Brown, L., Sweet, M., Shiraga, B., York, J., Zanella, K. & Rogan, P. (1984). Functional Skills in Programs for Students with Severe Intellectual Disabilities. L. Brown, M. Sweet, B. Shiraga, J. York, K. Zanella, P. Rogan& R. Loomis (Eds). Educational Programs for Students with Severe Handicaps, Vol. XIV. Madison: MMSD.

28 Davis, C.J., Brock, M.D., McNulty, K., Rosswurm, M.L., Bruneau, B. & Zane, T. (2010). Efficiency of forced choice preference assessment: Comparing multiple presentation techniques. The Behavior Analyst Today, Summer/Fall. Research conclusion: This study found hierarchies of high preference items to be similar for most participants, regardless of preference assessment presentation method. The picture -no access condition was the most efficient method, with the briefest (average) time to complete. All presentation methods identified items that functioned as reinforcers. The picture -no access condition was the most efficient method, with the briefest (average) time to complete. All presentation methods identified items that functioned as reinforcers.


31 Skinner, B.F. (1951). How to teach animals. Scientific American, 185, 26-29.

Skinner notes the importance of immediate reinforcement to build conditioned reinforcers.

45 Skinner, B.F. (1957). Verbal Behavior. 100 Ross, R.K. & Lavallee, A. (2011). A Deviation from the PECS Training

Protocol: Do You Really Need Two Trainers. Paper presented at the Annual ABA Convention, Denver, Colorado.

109 Angermeier, A., Schlosser, R., Luiselli, J., Harrington, C. & Carter, B. (2008). Effects of iconicity on requesting with the Picture Exchange Communication System in children with autism spectrum disorder. Research in Autism Spectrum Disorders, 2, 430-446.

They found that ‘improving’ iconicity (making pictures more realistic or object like) did NOT improve Phase I or II use - thus use the pictures you have and don’t waste time here trying to figure out the ‘best’ picture.

179 Tincani, M., Crozier, S. & Alazetta, L. (2006). The Picture Exchange Communication System: Effects on manding and speech development for school-aged children with autism. Education and Training in Developmental Disabilities, 41, 177–184. This study supports the use of the time delay to promote speech in Phase IV.


Action Plan List five specific goals you will achieve having attended these two

days of training in the Picture Exchange Communication System™

Goal

People and Materials

Plan Description and Timeline

1.

2.

3.

4.

5.


Post-PECS™ Basic Workshop Dos and Don’ts

After attending a PECS Basic Workshop you may:

1. Implement PECS with your students.

2. Work directly with others on your team to show and discuss how to

implement PECS. When doing so, please use the PECS Training

Manual, 2nd Edition, as a reference and not your workshop handout.

Our workshop handouts are copyrighted and are for your personal

use only.

3. Describe what PECS is about and present key points to other staff

members. Please use the PECS Training Manual, 2nd Edition, as a

reference and show the “Introduction to PECS” video/DVD when

possible.

4. Attend the PECS Advanced Training.

5. Apply to the PECS Certification program.

After attending a PECS Basic Workshop you may not:

1. Refer to yourself as a PECS Trainer, a PECS Consultant, PECS

Certified, etc.

2. Advertise that you conduct, present, or perform PECS trainings.

3. Train others to implement PECS, aside from 1:1 demonstration with

your team or caseload members.


The Pyramid Approach to Education™ & PECS™ Follow Up Options

These options are available if you have questions following this workshop. Frequently Asked Questions (FAQs) A list of FAQs can be accessed by visiting our website, www.pecs.com, or by calling our office and requesting the most recent copy via fax or standard mail. In addition, you can find a list of FAQs at the end of each chapter of the PECS Training Manual, 2nd Edition. Message Board The PECS Message Board eGroup provides an open forum for individuals implementing PECS to post PECS-related questions and concerns. Join today to share experiences and get ideas from others who are implementing PECS around the world. Each month a different consultant from one of our Pyramid Educational Consultants companies world-wide will moderate the forum, share his/her own experiences, and help provide answers to members’ questions. PECS™ Advanced Workshop This is the next step in PECS training. Contact our office to find a PECS Advanced Workshop near you or to request information on how to bring the PECS Advanced Workshop to your site. Consultation via Web Casting Remote classroom and home consultation via the web is available. We’ll take advantage of webcam technology for live two-way, real-time interaction between the Pyramid Consultant and the consultation site. Telephone Consultation We offer telephone consultations with a Pyramid Consultant in increments of 15 minutes. Select any one of our consultants or have us appoint a consultant that best fits your needs. Email Consultation Consultation via the internet/email will be considered on a case-by-case basis and requires certain internet, hardware and software capabilities. Pyramid Educational Consultants offers a wide range of services based on the client’s and student’s needs and requirements. On these pages you will find a brief summary of all our available services.

http://www.pecs.com/�


PECS™ SERIES Training and Seminars

1. PECS Overview This overview is appropriate for all members of the educational team who would like to learn about the Picture Exchange Communication System (PECS), including a summary of all six phases. 2. PECS Basic Workshop This intensive two-day training is designed to teach participants the theory behind the Picture Exchange Communication System (PECS) and the protocols for how to appropriately implement the six phases of PECS. 3. PECS Advanced Workshop (Prerequisite: PECS Basic Workshop) This workshop is perfect for anyone who has previously attended the PECS Basic Workshop and is currently implementing PECS. Day 1 focuses on a review of the PECS teaching protocol, as well as solutions for common implementation challenges. On Day 2, advanced language skills and enhancing communication across the day are addressed. This day of the workshop applies to all learners, regardless of communicative modality, but is discussed within the framework of PECS. The workshop also explores specific programming for incorporating PECS throughout the day. 4. PECS Review, Practice, & Problem Solving (PECS Advanced Workshop: Day 1) (Prerequisite: PECS Basic Workshop) This workshop is perfect for anyone who has previously attended the PECS Basic Workshop and is currently implementing PECS. This workshop provides a thorough review of how to implement PECS, including specific discussions related to the most common implementation problems. Our expert consultants will guide discussions regarding problem solving strategies. Participants will also have opportunities to practice each of the PECS phases, with feedback from our consultants. 5. Incorporating PECS Across the Day (PECS Advanced Workshop: Day 2) (Prerequisite: PECS Basic Workshop) This workshop consists of strategies for incorporating communication within functional activities throughout the day. Teaching of advanced language concepts is also explored. The information in this course applies to all learners regardless of communicative modality. The final portions of the workshop detail specific programming for incorporating PECS throughout the day.

http://www.pecs.com/workshop.php?workshop_id=11�


Consultation 1. PECS Start Up™ This service focuses on teaching the beginning phases of PECS to an individual learner. Parents and staff will learn how to implement these beginning phases of PECS. The learner’s PECS instruction begins at Phase I and continues into additional phases as appropriate. Parents and staff learn the theory behind PECS and how to implement the initial phases. 2. PECS Check Up™ A consultant will observe parents/staff implementing PECS with a learner currently using the system and will fine-tune implementation practices. This service includes parent and staff training on the next PECS phases, as well as direct work with the learner. 3. PECS Consultation PECS consultation is available on-site or via various distance delivery methods. On-site consultation is available for home or school, while distance consultation is available via live remote service, video, web and telephone. This service can be scheduled to take place weekly, monthly or yearly at the client’s request. 4. PECS Intensive Program This is a 10 day program that focuses on the implementation of PECS for learners 2-6 years of age. During the intensive program, learners will work on communication across different activities and settings. Parents will attend the PECS Basic Workshop, as well as parent conferences. 5. One Week PECS Intensive Program This is a 5 day program that focuses on the implementation of PECS, and the teaching of other critical communication skills, for learners 3-7 years of age. During the intensive program, learners will work on communication across different activities and settings. A total of 10 hours of follow up will be provided as requested by the family. This follow up may be at the Pyramid clinic, the family home, or the child's educational setting, or may occur via phone or online consultation. Parents must have attended the PECS Basic Workshop prior to applying for their child to participate in the program. Certification Visit our website, www.pecs.com, for information about PECS certification. Webcasts 1. A Clear Picture: The Use and Benefits of PECS This talk begins with a brief overview of the Pyramid Approach to Education. A description of traditional approaches to communication and an overview of PECS follow. The consultant will briefly discuss the phases of PECS and outcome data, as well as the relationship of PECS to reinforcement systems, schedules, and behaviour management. Please note that this is an overview only and is not intended as a training webcast.

http://www.pecs.com/�


PYRAMID APPROACH SERIES Training and Seminars

1. Pyramid Approach Overview: Creating Effective Teaching Environments This is an overview of how to set up an effective teaching environment for learners with autism and/or related developmental disabilities using the Pyramid Approach to Education. 2. Pyramid Approach Basic Workshop The Pyramid Approach to Education is a comprehensive framework for establishing effective learning environments. Through the use of applied behavior analysis (ABA), this approach provides the foundation for a positive environment for growth. The Pyramid emphasizes how to teach, rather than simply what to teach, in order to maximize an individual’s learning outcomes. 3. Guide to Managing Challenging Behaviours This training involves applications of the Pyramid Approach to Education to the management of challenging behaviours. Discussions focus on analysing and addressing a learner’s skill deficits prior to, or while simultaneously, addressing contextually inappropriate behaviours. 4. Teacher’s Guide to Organizing and Managing the Classroom This dynamic presentation provides educators with many practical examples for setting up and running an effective classroom for learners with autism and/or other developmental disabilities. 5. Teaching Critical Communication Skills: Help! I Can’t Wait to Ask for a Break ... and More! This training discusses how to teach critical communication skills that lead to greater independence in the home, work, school and community settings for all learners, regardless of communicative modality. Consultation 1. Pyramid Approach Program Evaluation This is a half to full day analysis of a team’s implementation of the Pyramid Approach to Education, either in the home or school. If the Pyramid is not currently being implemented, the consultant will discuss how implementing the components of the Pyramid will strengthen the program and enhance the learning opportunities for learners. Based upon the observations, recommendations will be given for ways to begin setting up these components, and/or enhancing elements that may already be in place. 2. Pyramid Approach Classroom Consultation Designed to assist team members when setting up or reviewing functional training and programming, this consultation provides systematic feedback regarding all elements of the


Pyramid Approach to Education in a sequential fashion. This consultation is most effective after team members have attended the Pyramid Approach Basic Workshop and PECS Basic Workshop. 3. Pyramid Approach In-Home Consultation This service emphasizes assessment and implementation of the elements of the Pyramid. Pyramid’s home/community approach involves initial and long-term staff training as well as program and transition consultation. The focus is on functional communication training and learning through functional activities. Certification 1. Pyramid Powered Certified Classrooms The Pyramid Classroom Certification process combines comprehensive training, assistance in setting up a classroom, and consultative guidance to support the implementation of the Pyramid Approach to Education across varied learning environments. The training consists of the Pyramid Approach Basic Workshop and PECS Basic Workshop and a specific number of consultation days spread across a year. Certification is achieved once all aspects of the Pyramid Approach are in the place within the educational setting. Webcasts 1. The Pyramid Approach for Parents and Professionals This is an overview of how to set up an effective teaching environment for learners with autism and/or related disabilities. Dr. Andy Bondy begins by briefly discussing the base of the Pyramid including functional activities, reinforcement systems, communication/social skills, and contextually inappropriate behaviors and alternatives. A description of the top elements of the Pyramid, including generalization, creating effective lessons, specific teaching strategies, minimizing and correcting errors, and data collection and analysis, follows. Please note that this is informational only and is not intended as a training webcast. SPECIAL TALK SERIES Training and Seminars 1. Analyzing and Fine-Tuning Communication This training will introduce participants to B.F. Skinner's analysis of language (Verbal Behavior) and its acquisition, independent of modality. The presentation will highlight key functional language units as well as describe complex cases seen in many language lessons. Issues related to emotions and other hard-to-learn language concepts for individuals with autism will also be addressed.


2. Asperger Syndrome: Critical Features and Effective Strategies The educational issues and needs of individuals with Asperger Syndrome are discussed within the context of the Pyramid Approach to Education, with special attention paid to proactive strategies in the areas of communication, social skills and self-management. 3. What is Autism? This training focuses on how to design effective educational environments for learners with autism and other developmental disabilities using the Pyramid Approach to Education. 4. Administrative Issues and Autism This workshop is appropriate for all school administrators who are directly or indirectly responsible for supervision and staff leadership in facilities providing instructional programs for learners with special needs. This group includes building-level administrators, supervisors of special education programs, and district level administrators. The content has been tailored for schools serving individuals with autism, as well as individuals across the range of disabilities. 5. Autism, Now What? This talk is designed to help parents and professionals understand how services for children with autism developed over many years. We will review why behaviour analysis is unique as an educational approach, as well as look at special terms such as discrete trial, reinforcement, and prompting. By reviewing our history, we can better understand the current state of affairs as well as think about future developments. Our goal is to de-mystify the field of behavior analysis so that professionals (including administrators) and parents can appreciate the benefits of this broad-spectrum approach to intervention. 6. The Language of Emotions Many children, especially those with autism, have difficulty in acquiring language related to expressing emotions and identifying emotions in other people. This talk will present an analysis based upon B.F. Skinner's work, and demonstrate how effective lessons can be developed. Some areas of difficulty regarding such lessons will also be identified and discussed. 7. PECS Fact or Fiction With its worldwide use and broad empirical support, PECS has become almost a generic term for picture-based communication. This talk reviews and dispels many myths associated with PECS, while detailing the facts. 8. Transitioning from PECS How to transition from PECS to speech, picture point systems and/or speech generating devices, or sign language.


Webcasts 1. I am the Master of My Emotions Learners with autism have significant problems in acquiring and using language. This webcast offers a brief description of how the work of B. F. Skinner can help everyone better understand how language can be viewed from a behavioral perspective, one that leads to practical applications and improved lessons. Please note that this is informational only and is not intended as a training webcast. 2. PECS and Skinner’s Verbal Behavior Many children, especially those with autism, have difficulty in acquiring language related to expressing emotions and identifying emotions in other people. This webcast will present an overview of our full-day talk, The Language of Emotions, about an analysis that relies upon B.F. Skinner’s work. This talk will review how effective lessons regarding emotions can be designed and implemented. We also will discuss why these lessons are difficult to teach. Please note that this is informational only and is not intended as a training webcast.

COVER PAGE FOR PECS TWO-DAY WORKSHOP HANDOUTS

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