Connecting Through a PECS Schedule Board

Understanding PECS

Delving into the topic of alternative communication methods, the Picture Exchange Communication System (PECS) emerges as a crucial tool. It's especially beneficial for individuals with expressive communication limitations, such as children with autism.

Introduction to PECS

The Picture Exchange Communication System (PECS®) is a method designed to help individuals understand how communication works and engage in meaningful communication exchanges with others. It involves using picture symbols to represent activities, making communicative messages more understandable.

PECS is a form of augmentative and alternative communication (AAC) based on the principles of applied behavior analysis (ABA). It uses pictures instead of words to help children with autism communicate. The system encourages the child to initiate communication, making the initial approach less intimidating for those who have difficulty engaging with others.

Benefits of PECS

The use of a PECS schedule board has shown significant improvements in target behaviors for children with autism. In a case study, a seven-year-old male child diagnosed with childhood autism exhibited approximately 60% improvement in targeted behaviors after thirty-two sessions of interventions spread over three months.

The improvements included reducing repeated head movements and hand flapping to almost negligible levels. The child also demonstrated increased independence in self-help activities and a significant enhancement in communication skills.

The PECS system, when used in combination with traditional behavioral techniques, can effectively manage communication deficits and behavioral stereotypies in children with autism [2].

The benefits of PECS extend beyond just communication. It also fosters independence, reduces frustration, and enhances the child's ability to participate in social and educational settings. For more information, check out our articles on picture exchange communication system and pecs for speech therapy.

Implementing PECS

Implementing the Picture Exchange Communication System (PECS) can be a significant step towards improving communication for individuals with autism. This process often involves working closely with Speech-Language Pathologists (SLPs) and training team members who interact with the individual on a regular basis.

Working with Speech Language Pathologists

When starting with the PECS, it's often recommended to seek guidance from an experienced Speech-Language Pathologist (SLP). These professionals are well-versed in addressing communication challenges and can provide valuable insights into tailoring the PECS to meet individual needs. Especially for individuals finding it difficult to communicate with pictures and identify symbolic representations, an SLP can guide the process to ensure its effectiveness.

The SLP will typically assess the individual's current communication skills and abilities, and then recommend the appropriate starting phase of the PECS. This professional guidance can be instrumental in successfully implementing the system and ensuring that it effectively supports the individual's communication development. For more information on how PECS is used in speech therapy, check out our article on pecs for speech therapy.

Training Team Members

Beyond working with an SLP, a crucial part of implementing the PECS is training the team members who will be interacting with the individual on a regular basis. This includes family members, teachers, and other care providers. The goal of this training is to ensure that everyone involved understands how to use the pecs communication system effectively and consistently.

The training typically involves learning how to present and use pecs communication cards, how to respond to the individual's attempts to communicate, and how to encourage the individual to initiate communication. Instructional materials are often provided to support the implementation of picture communication, always considering the student's abilities and goals before using such learning materials.

Through this training, team members can gain the skills and knowledge needed to support the individual's use of the PECS, helping them to communicate more effectively and engage in meaningful exchanges with others. It's important to remember that while learning a new communication system can be challenging, the benefits of effective communication can make a significant difference in the life of an individual with autism.

The Six Phases of PECS

The Picture Exchange Communication System (PECS) is designed to aid children with autism overcome communication difficulties. This system follows six distinct phases, which gradually encourage the child to initiate communication NCBI. This section will explore the first two phases of the PECS process: Initiation and Distance and Persistence.

Phase 1: Initiation

The first phase of the PECS process is all about getting the child to initiate communication. At this stage, the emphasis is on creating a link between the child wanting something and then communicating that desire using pecs communication cards.

In this phase, the child is taught to pick up a picture card, hand it to a communication partner, and in exchange, receive the item depicted on the card. This simple exchange forms the basis of the PECS system. It aims to show the child that communication has a purpose and can result in a positive outcome.

The initiation phase is crucial because it encourages the child, who might have difficulty approaching others, to take charge of communication. This makes the initial approach less intimidating and is a big step forward in overcoming communication difficulties NCBI.

Phase 2: Distance and Persistence

After the child has mastered the initiation phase, the next step in the PECS process is to teach them to be persistent communicators over distance. In this phase, the child learns to stretch their communication skills both physically and metaphorically.

Physically, the child is taught to move across a room to pick up a picture card and bring it to their communication partner. Metaphorically, the child learns to overcome communication barriers by persisting in expressing their needs and wants, even when the desired item is not in sight.

The goal of this phase is to help the child understand that they can communicate their needs and desires, even when the desired item or person is not immediately present. This encourages independence in communication and helps build confidence in their ability to express themselves NCBI.

The PECS process is a gradual one, and it's important for parents and caregivers to be patient and supportive during each phase. By understanding and implementing these phases, you can help your child overcome communication barriers and develop a love for learning and self-expression. For further understanding of the PECS process, visit our page on the picture exchange communication system.

Success Stories with PECS

The Picture Exchange Communication System (PECS) has been instrumental in overcoming communication difficulties in children with autism. Below, we look at a case study that illustrates the effectiveness of PECS and discuss how combining PECS with behavioral techniques can yield significant improvements.

Case Study: Communication Improvement

A case study documented on NCBI involved a seven-year-old male child diagnosed with childhood autism. The child was introduced to the PECS system over thirty-two sessions of interventions spread over three months.

The PECS system encouraged the child to initiate communication, leading to around a 60% improvement in target behaviors. These behaviors included repeated head movements and hand flapping, which reduced to almost negligible levels. The child also showed increased independence in self-help activities and marked enhancement in communication skills after the PECS therapy sessions.

The results of this study underline the efficacy of using the picture exchange communication system in improving communication skills and managing behavioral issues in children with autism.

Combining PECS with Behavioral Techniques

In the same case study, PECS was used in conjunction with traditional behavioral techniques such as Differential Reinforcement of Alternative Behavior (DRA), reprimand, and task direction [2]. This combination helped manage the child's communication deficits and behavioral stereotypies more effectively.

The combination of PECS with these traditional behavioral techniques accelerated the management of the child's behavioral problems. It also enhanced his communication and self-help skills, demonstrating that these techniques can work in synergy to produce better outcomes.

The use of a pecs schedule board and pecs communication cards can be an integral part of this combination approach. These tools provide a visual aid to help children understand and follow routines, making the process of communication easier and more effective.

In conclusion, the success stories with PECS highlight the potential this system has in enhancing communication in children with autism. When used in conjunction with behavioral techniques, PECS can be an even more powerful tool in managing behavioral issues and improving communication skills. Further exploration of these methods and their application is available in our article about pecs for speech therapy.

Visual Schedule Boards

A valuable resource in the Picture Exchange Communication System (PECS) toolkit is the visual schedule board. This tool is instrumental in assisting individuals with communication and processing difficulties to anticipate daily events and successfully navigate through them.

Importance of Visual Schedules

Visual schedule boards are essential in special education environments, helping individuals anticipate daily activities and manage transitions smoothly. These boards typically outline the day's activities with simple picture symbols representing each step, making routine adherence and transition management easier [3].

The Visual Schedule Board is designed to aid learners with Autism, ASD, speech and language delays, or those receiving special education services. By visually representing the sequence of upcoming activities and opportunities, this tool allows individuals to make their own choices, promoting independence, self-regulation, and reducing confusion and anxiety.

Creating Personalized Boards

Personalized visual schedule boards are commonly used in special education to cater to individual needs and abilities. Different students may respond better to various layouts, such as displaying one or two activities at a time or showing the entire day's schedule. Consistency in using the same symbol for specific activities helps individuals connect the symbol with the upcoming activity, facilitating smoother transitions. Real-life pictures can also be incorporated for better representation, especially for unique or abstract concepts.

To save time and create reusable products, laminating visual schedules and activity cells is recommended. By creating picture symbol cells for anticipated activities, cutting them out, and attaching Velcro for easy placement on the schedule board, educators can efficiently manage visual schedules for students with communication and processing difficulties [3].

Regularly maintaining and updating visual schedule boards is crucial to ensure symbols are intact and accessible. Educators should periodically review and update the boards to accommodate changes in activities or student needs, being prepared to reprint symbols if any go missing [3].

The Visual Schedule board measures 40" x 6" and is made of a safe, durable poly-plastic material. It includes all the needed VELCRO® Brand hook (rough) and loop (soft) fasteners, a "Current Activity" section at the top, a roomy "finished" box at the bottom, and two 4-1/2" x 2-1/2" choice cards that correspond with the two 8-1/2" x 11" color-coded Activity "choice" Boards. The board is priced at $61.00 and is recommended for use at home, school, and in the community to enhance communication skills and create a structured environment that fosters learning and growth [4].

The Visual Schedule board is suitable for anyone who needs support in understanding and following their daily routines. It enables individuals to grasp the flow of events and promotes a structured environment that fosters learning and growth. By integrating a personalized PECS schedule board into daily routines, individuals can gain a better understanding of their schedule and anticipate upcoming activities, fostering communication and independence. For more information on the Picture Exchange Communication System, visit our page on the picture exchange communication system.

Using Mini Schedule Boards

In the realm of the Picture Exchange Communication System (PECS), one essential tool that stands out is the mini schedule board. This device is tailored towards enhancing communication, supporting organization, and promoting independence among learners with Autism, ASD, and speech or language delays.

Features of Mini Schedule Boards

The mini schedule board, as defined by PECS USA, is a compact, lightweight tool, measuring 14” x 3”. Its size makes it perfect for portability, allowing it to be carried from activity to activity or hung vertically. Made of durable poly-plastic material, it is designed for longevity and safe use at home, school, or in the community.

One of the standout features of the mini schedule board is the 'finished' box located at the bottom. This space serves as a storage area for pictures once the activity they represent is completed. This feature aids in keeping learners organized and on track with their tasks. The board comes with VELCRO® Brand hook fasteners for self-assembly, and pictures are sold separately.

Benefits and Applications

The primary goal of the mini schedule board is to enhance the independence of learners by providing a visual schedule that they can follow. By clearly displaying the sequence of events or tasks, it can significantly reduce anxiety, especially for those who may struggle with transitions or unexpected changes.

The board also supports the development of communication skills. By using PECS communication cards, learners can express their needs or desires, making interactions more meaningful and effective.

The mini schedule board is not just confined to the classroom setting. It is adaptable and can be used at home or in the community, making it an integral part of the learner's daily routine. This flexibility underscores its effectiveness as a tool within the picture exchange communication system.

In conclusion, the mini schedule board, with its user-friendly design and multi-faceted applications, serves as an invaluable tool for learners with special needs. Its benefits extend beyond mere organization, fostering independence, reducing anxiety, and enhancing communication skills. For more information on how PECS can be utilized for speech therapy, visit our page on PECS for speech therapy.

References

[1]: https://nationalautismresources.com/the-picture-exchange-communication-system-pecs/

‍[2]: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3122547/

‍[3]: https://www.storyboardthat.com/articles/e/pecs-schedule

‍[4]: https://pecsusa.com/shop/schedule-board-kit/