1. Picture Exchange Communication System

2. Why PECS? Requires no prerequisite skills Teaches student to initiate communication Can lead to speech development

3. Phase I 2 trainers are needed Second trainer provides total physical assistance to the student No direct verbal prompts are used Use highly preferred items only Use only one picture at a time

4. Phase I First trainer responds as if the student has spoken Fade physical assistance Fade the “open hand” cue Be prepared to use pictures when the opportunity occurs naturally

5. Phase II No direct verbal prompts Use one picture at a time Use a book or board Increase the distance between the student and trainer

6. Phase II Increase the distance between the student and picture Trainer puts the picture away Be prepared to use pictures when the opportunity occurs naturally

7. Phase III No direct verbal prompts The student discriminates between preferred item and irrelevant item Trainer gives student what was asked for Check for understanding Reduce picture size Rearrange picture location on board

8. Phase IV “I want” on the left side of a sentence strip Show the sentence to the student Move the “I want” picture to the board or book

9. Phase V Trainer points to “I want” while asking “What do you want?” Gradually increase the time between asking and pointing Fade pointing cue Encourage eye contact

10. Phase VI Use less preferred items to teach “I see” Reinforce by giving the student a non- related tangible reward Vary “What do you see?” and “What do you want?”

11. Phase VI Teach “What do you have?” using low preference items Add additional questions Fade tangible reward

12. Moving On Use same techniques to teach adjectives Teach Yes and No