Mituri Despre Pecs
Mituri Despre Pecs
Mituri Despre Pecs
PECS
Development began in 1985 by Lori Frost, MS/CCC-SLP and Andy Bondy, PhD Based on principles of Applied Behavior Analysis and on B. F. Skinners 1957 Verbal Behavior Protocol was developed as a result of creative problem solving with one learner
Bobs story
Bobs background information: Attended Delaware Autism Program No functional communication skills, as he was unsuccessful with speech, sign and picture point systems Contextually Inappropriate Behaviors resulted from inability to communicate
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Target Skill Physical exchange of the picture (pick-up, reach and release) Distance and persistence Visual discrimination among pictures Sentence structure Expansion of language concepts Responsive requesting (Responding to the question, What do you want?) Commenting
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FACT:
All research shows increased vocalizations and improved speech when speech skills are acquired Research on single-subject and group design shows large proportion developing speech or improving current speech characteristics
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N u m b e r o f P ic tu r e s a n d S p o k e n W o r d s A c q u ir e d A f te r P E C S T r a in in g
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FACT:
Speech development takes time! Typical speech acquisition could take over 1 year for children who start using PECS prior to age 6 The biggest change occurs when sentence structure is introduced (Phase IV)
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Pictures Words
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A g e a t S ta r t = 3 y ea r s 0 m o n th s
F ir s t S p o k e n W o r d
Phase 3
3 pictures 4 pictures 6 pictures
Phase 4
FACT:
There is no evidence to support that taking away pictures will promote more speech
Anecdotal information shows the opposite effect
MLU
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-1.00
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If you take away skills (by taking away pictures) that is unethical
FACT:
PECS was originally developed for young children with autism Since development in 1985, research indicates that PECS is a successful communication tool for learners of various ages and diagnoses
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Learners with the following diagnoses have demonstrated success with PECS!
Agenesis of the Corpus Collosum Angelman Syndrome Apraxia Alzheimer Disease Asperger Syndrome Autism Brain Anomaly Brain Tumor Cerebral Palsy CHARGE Syndrome Cleft Lip and/or Palate CMV (Cytomegalovirus) Cognitively Impaired Cornelia deLange Syndrome Cri du Chat Syndrome Deaf/Hard of Hearing
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Learners with the following diagnoses have demonstrated success with PECS!
Developmentally Delayed Down Syndrome ESL (English as a Second Language) Fetal Alcohol Syndrome Fragile X Syndrome Isodicentric 15 Syndrome Microcephaly Partial Trisomy of 4P Septo Optic Dysplasia Speech/Language Delay Rett Syndrome Traumatic/Acquired Brain Injury Turner Syndrome William Syndrome
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Age Ranges
FACT:
Youngest learners with developmental disabilities: 16 months old Oldest learners: 80+ years old
PECS starts with single picture exchanges to request PECS expands to multi picture requesting PECS expands to commenting, both responsively and expressively
MYTH: You cant do PECS with other programs FACT: PECS can act as the communication
component within any teaching program Program
DTT
DRI/Floortime
Requesting desired item within interactions or circles of communication, requesting help/go/out, etc. within playful obstructions
Hanen
Hanen focuses on the role of the parent/carer in interacting with the communication impaired child. PECS can provide the modality in which the child may respond to the parents/carers interaction. Both focus on students interests PRT: Speech based; PECS: picture based Both research-based Similar outcomes
TEACCH
Disadvantages
Material preparation Portable?
PECS Sign
Typically requires an imitative repertoire Fine motor skills may be atypical/learners use homemade signs Community knowledge Sequencing of signs may be difficult
FACT:
Receptive skills and expressive skills are initially acquired independently Children can learn to ask for RED candy before they can respond to Give me the RED candy For many children, the reward for requesting is much more powerful than the reward for complying
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FACT:
The first publication was a descriptive report, including outcome for a large group of preschoolers- no control group Subsequent research has employed singlesubject and group designs More research is underway with excellent initial results
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The Pyramid Approach to Education (2nd Edition). (Bondy & Sulzer-Azaroff, 2002. Pyramid
Educational Products, Inc., Newark, DE).
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