Here is a great video created by one of the founders of PECS, Lori Frost. The video is long at 47m 19s, but move the play cursor to 11:01 to learn about phase 1 of the PECS system. After a description of the first phase there is a video demonstrating PECS in use (13:47). Further along in the video presentation there are additional video clips of PECS use (23:48 and 34:00). | |
Picture Exchange Communication System or PECS for short is a low tech form of AAC (Assistive Augmentative Communication). It was created by Lori Frost and Andy Bondy. It is structured and research-based and contains 6 distinct phases of skills.
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Augmentative Alternative Communication...that's what the acronym AAC means. Its purpose is to give an individual who is not yet functionally, consistently, or intelligibly communicating using verbal language a way to communicate and be understood. All kids communicate, even if we don't like how they do it (e.g., tantrums, hitting, screaming, climbing, pointing, leading, etc). My job is to teach your child how to communicate in an effective meaningful way that can be understood by as many communication partners as possible. AAC is our first step in our journey to speaking. AAC can take many forms, which causes more confusion to those who have little to no experience with augmentative communication systems. Systems can be low tech, mid tech, or high tech. Low tech systems include: picture symbols, communication boards/books, Picture Exchange Communication System (PECS), a choice board, switches, American Sign Language, and play skill mats. Mid tech systems include: multiple switches and a variety of voice generating devises containing 1 or more cells with a static (unchanging) board that may have a few levels (different boards that manually need to be changed). High tech systems include: voice out put devises that have dynamic (changing) displays and use some structure that organizes words into concept categories. This enables the individual to access an endless number of words. The high tech devise can be an iPad app or a dedicated devise (meaning its only function is to be used for communication).
Our core or abdominal muscles enable us to perform basic everyday motor tasks such as sitting, standing, and walking. From those activities branch all the activities that make our activities for the day. Core words in vocabulary work in much the same way. Core words create a foundation for language on which we can build an entire conversation. Core words come from a variety of word types (verbs, pronouns, questions, etc.) and can be used across environments. Fringe words, in contrast, are nouns that can only be effectively used in environments or situations in which the noun exists (e.g., bubbles, goldfish, cookies, car, etc.). Utterances made of core words are general and a message such as, "I want it," can mean many things. However, the use of additional nonverbal communication strategies (e.g., pointing, eye gaze) can repair miscommunications.
I will be sending home information about a new core word every two weeks or so to some of my students. The resources you will receive were created by two SLPs using evidenced-based research. One of the creators is an SLP who also works here in Howard County and she is a friend I made in graduate school. The first word we will be focusing on will be..."Want." A letter with activities to do at home and a simple book will be sent home. Below I have shared the PowerPoint version of the book we will use at school (it is the same as the one you we will put in your child's backpack). Staff will also be provided with ideas for how to teach this core word throughout the school day.
My previous post scratched the surface when describing the vocabulary expanding strategy called "Aided Language Stimulation." As I mentioned before, it was originally created and used with individuals that used AAC or Augmentative Alternative Communication systems. Using an AAC device, whether it be low tech (communication book, PECS) or high tech, is a lot like learning a new language. Think back to when your child was an infant. You spoke to your child for over a year without expecting any output on their part. While you were talking you were teaching them how to use their voice. That is a lot of teaching!!! When introducing a communication device to a student, staff and family need to teach the individual how to use it. Teaching using the natural environment and within natural contexts leads to quicker learning. Aided language stimulation does just that. It teaches the AAC user "how" to communicate. Here is a bit more information that will hopefully provide more clarity and enable you to more confidently utilize the strategy, whether you are using it to increase vocabulary or to teach your child how to use a communication devise. "During aided language stimulation, a therapist or teacher points to a graphic symbol while simultaneously producing the corresponding spoken word during natural communicative exchanges. Research clearly states that using this approach increases comprehension, motivates children to communicate and assists children with understanding expectations and timelines. The behavioral, communicative and social deficits in individuals with delayed language skills are significant stressors on their families. Aided language stimulation is a method to “take the stress out” of communication while students learn to use spoken language. Parents often ask if this approach is needed for their child with autism or severely delayed communication. Providing a means to communicate immediately is essential. It reduces frustration and allows students to let others know their basic wants and needs. From an academic standpoint, giving students a way to communicate allows the teachers and therapists to know what students understand. That is key to providing an effective treatment plan.
Some Key Points, Guidelines and Recommendations (based on Carol Goossens)
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Kristin Meadows, M.S. CCC-SLP
Speech-Language Pathologist at Rockburn Elementary School in Elkridge, MD. In the past, she has taught at Ducketts Lane Elementary, Worthington Elementary, Gorman Crossing Elementary, and Elkridge Elementary. She is a certified member of the American Speech-Language-Hearing Association (ASHA) and obtained both a B.A. and M.S. from Loyola University in Maryland. Archives
December 2015
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