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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A few months back I posted about on-line resources for book reading. Here is an expansion based upon the books we have done this year in school. Your kids will be familiar with a lot of these. I hope you will enjoy them.
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)
It's been awhile since I posted last. I decided not the let March pass without an entry. The topic of this post will be to catch you up on topics we have recently covered this last month........Maryland Science Center, Science experiments (mixing colors, sink/float), zoo animals, and making ice cream. Leading up to the Science Center Trip and afterwards we engaged in science experiments. As you can imagine the kids loved it! And yes it was a bit messy at times....but that's one more sense that was involved in the learning process. In the beginning of the year we introduced opposites, and science experiments are a great way to demonstrate opposites in a hands on way. We focused on sink and float; but many other opposites lend well to science exploration (e.g., dark/light, heavy/light, rough/smooth, hot/cold). Sink and Float Below is a great YouTube video I found about sink and float. It is a bit long, but its interactive (choose you own adventure sort) and keeps the kids engaged. In school, we projected this video onto our whiteboards so all could see and the surround sound speakers helped everyone hear. It's also in the Sesame Street website in a game format. Click here for that game. Follow this link to a fun interactive game on Mr Rodger's website with a sink and float experiment. Reenact it at home afterwards or before as an extension activity. Mixing Colors Mixing colors is another great science experiment. We used the book "Mouse Paint" by Ellen Stoll Walsh as a lead in. Below is a great video of the book. It is read slowly so kids with listening difficulties will really benefit. Visuals and auditory----two senses will be engaged. The reading pace seems really slow for us adults; however, its a great model of how you can adapt your reading style to help your child learn best!! As I have mentioned previously, I DO NOT reinvent the wheel! One great resource I often check is called www.teacherspayteachers.com I found a great FREE printable that we used in class to show the mixing of the paint colors (verbal, visual, and tactile sensory experience). Click here for the resource! Via another resource, www.pinterest.com, I found a way to contain the mess while missing colors---put the paper with paint globs inside a gallon freezer bag!! Why didn't I think of that....oh yeah, because I didn't have to :) Zoo Animals Here are some great zoo related books to check out at the library: Goodnight Gorilla by Peggy Rathmann Put Me In The Zoo by Robert Lopshire Brown Bear Brown Bear What Do You See by Eric Carle From Head To Toe by Eric Carle Dear Zoo by Rod Campbell Making Ice Cream
Full disclosure: I did not create the visual recipe above. But feel free to download it and print it out. This is the one we used in school. Visuals really help children follow directions. They also help with answering activity related questions (e.g., what ingredients did we use?) and retelling the sequence. The children loved making ice cream and seeing how the milk, sugar, and vanilla changed into ice cream (another embedded science experiment!!). Making snacks is one big way we get reticent children involved in food activities and give them a sense of ownership. As in past years, a number of our more picky eaters gave the ice cream a "taste" and loved it! Please check out my mealtime resources if you'd like to learn more strategies for picky eaters. |
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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