Final Exam: Part 2 Flashcards
What is PECS
Used to teach functional communication skills with initial focus on initiation and spontaneous communication
Who uses PECS**
Children with autism or those with developmental disabilities
Those who dont have vocal speech or limited vocal speech. Its also for those who dont really want to communicate
PECS Phase 1
“How to communicate”
Students learn to exchange a single picture for an item or activity they really want
PECS Phase 2
“Distance and persistence”
Still using single pictures, students learn to generalize this new skill by using it in different places, with different people and across distances. They are also taught to be more persistent communicators.
PECS Phase 3 ***
“Discrimination”
PRT 1: Students learn to select from two pictures to ask for their favorite things. These are placed in a communication book—a ring binder with Velcro® strips where pictures are stored and easily removed for communication
PRT2: Student learns to select from more than two pictures ???
PECS Phase 4
“Sentence Structure”
Students learn to construct simple sentences on a detachable sentence strip using an “I want” picture followed by a picture of the item being requested.
PECS Phase 5
“Responding to What do you want?”
Students learn to use PECS to answer the question, “What do you want?”.
PECS Phase 6
“Responding to questions and commenting”
Now students are taught to comment in response to questions such as, “What do you see?”, “What do you hear?” and “What is it?”. They learn to make up sentences starting with “I see”, “I hear”, “I feel”, “It is a”, etc.
Advantages to PECS
- Can lead to speech
- Teaches initiation - requesting
- Gaining immediate access to preferred items is rewarding and increase motivation for social interaction and communication
- Reduces frustration: Gives the child a reliable way to communicate
- Is not complicated to learn and child can learn quickly
- Its personally rewarding
- Teaches power of communication
Disadvantages to PECS
- Portability is limited
- A lost picture is a lost word
- Amount of preparation
- Response effort to communicate may be greater than the payoff
- Phase 1 requires two trainers
- Strongly recommended to complete basic level PECS training
- Pictures become increasingly abstract
- PECS does not represent complete language system
- Response is slow compared to signing
Explicit Instruction
- Based on ABA
- Discrete teaching trials: stimulus-response-reinforcement
- Use of prompts, which are faded ASAP
- Error-correction procedure
- Prompts can be full physical, partial, gestural, verbal recasts
Incidental Teaching
- Often combined with explicit instruction
- Occurs in context of everyday activities/routines
- Facilitator arranges environment to create communicative opportunities
- Provide instruction: gestures, modeling, verbal cues, physical prompts
Incidental teaching
- Mand model
- Expectant time delay
- Missing/out of reach item
- Incomplete presentation
- Interrupted behaviour chain
- Wrong item format
Conversational Coaching
- Facilitator provides prompts: gestural, physical, indirect verbal and direct verbal
- Usually least to most prompt hierarchy
- Focus is on teaching conversation: commenting, answering questions, asking questions, taking non-obligatory turns
Aided Language Stimulation
- Facilitator points to symbols on the individuals display while talking
- May use pointers, light pointers, squeaky to draw attention to the pointing
- The idea is to provide speech and symbol input during interactions
- Based on the developmental viewpoint
System for Augmenting Language
Similar to Aided language stimulation but uses SGD
Simpler instructional technique as not every word is pointed to
Aided Language Modeling
- Facilitator provides models in highly motivating interactive play or book reading
- Facilitator points to an object related to the activity, then points to the symbol for it along with saying the word
AAC for individuals with some speech: Intelligibility vs. Comprehension
If there is some speech and they want to use speech some AAC devices arent relevant (like ipad). If they know the language system but the listener is having the issues use a topic board so the child can set the context, then they may be comprehensible
AAC Clinic types
Writing clinics, face to face clinics, expanded level advanced clinic
Writing clinics
OTs
Various eligibility criteria, most require diagnosis of physical disability that impedes handwriting
Face to face clinics
SLPS
Various eligibility criteria, typically anyone whose vocal speech does not meet daily comm needs
Collaborates with OT for individual with physical disabilities for access to communication aid
Expanded level clinics
SLP, OT, Technician, CDA
Has the capacity to seek those with complex needs
List eligibility for face to face communication AAC
- Understand cause and effect
- Desire to communicate
- Intentionally uses signs, gestures, vocalizations to get attention, request or refuse items
-Able to make choice between tow items
able to discriminate familiar symbols
has some familiarity with using pictures, signs, symbols to communicate
AAC Service Providers
Individual authorizers and registered authorizers
