Re: PECS

[Guest guest]

_Pyramid Educational Consultants_ (http://www.pecs.com/whatispecs.htm)

This site will give you a lot of information for PECs = picture exchange

communication.

Carol

Trishasmom

She isn't typical, She's Trisha!

In a message dated 5/11/2008 11:57:49 A.M. Eastern Daylight Time,

ammayer@... writes:

Hi,

I am still trying to get ready for 's IEP meeting on Monday and am

wanting to discuss some way for her to communicate since her speech in not very

understandable. I have had the PECS system mentioned before. Can anyone tell

me of a good website to go to where I can find information on this system? Or

does anyone have any other ideas? Thanks for all your help and listening in

the last few days. Her speech therapists have not been real interested when I

have mentioned this in the past so I feel like I need to have the info ready

and be sure of how I want to proceed.

Carla

[Non-text portions of this message have been removed]

**************Wondering what's for Dinner Tonight? Get new twists on family

favorites at AOL Food.

(http://food.aol.com/dinner-tonight?NCID=aolfod00030000000001)

[Guest guest]

I very much like PECs (Picture Exchange System.) A web site that I like is

to go to Mayer-.com and look at Boardmaker. I use their program

Writing with Words, 2000 to write social stories for Elie. We used PECS for

years to give him schedules, make choices, plan order of activities (like

dressing, bathing, toileting.) Also to learn social behaviors. I have heard

speech therapists complain that PECS and Sign delay speech. IMHO, this is

baloney. As a child learns to speak more fluently, they will drop the PECs

and Sign because it is not as efficiant as speech.

> Hi,

> I am still trying to get ready for 's IEP meeting on Monday and am

> wanting to discuss some way for her to communicate since her speech in not

> very understandable. I have had the PECS system mentioned before. Can anyone

> tell me of a good website to go to where I can find information on this

> system? Or does anyone have any other ideas? Thanks for all your help and

> listening in the last few days. Her speech therapists have not been real

> interested when I have mentioned this in the past so I feel like I need to

> have the info ready and be sure of how I want to proceed.

>

> Carla

>

>

[Guest guest]

>

> Hi,

> I am still trying to get ready for 's IEP meeting on Monday

and am wanting to discuss some way for her to communicate since her

speech in not very understandable. I have had the PECS system

mentioned before. Can anyone tell me of a good website to go to

where I can find information on this system? Or does anyone have

any other ideas? Thanks for all your help and listening in the last

few days. Her speech therapists have not been real interested when I

have mentioned this in the past so I feel like I need to have the

info ready and be sure of how I want to proceed.

>

> Carla

>

>

[Guest guest]

Carla,

Whatever form of communication, just make sure it will be implemented

teaching communication across the day and should you agree on the

PECS, make sure that the SLP or whoever works with your child, is

trained with the PECS, this is using the 6 Phases & thensome.

Google should this site not work on -

Communication Bill of Rights, this was one of the handouts given at

the PECS training I had attended.

Communication Bill of Rights

http://ubceac.org/?q=node/25

I posted something like this awhile back from past notes.

Request for Total Communication (TC).

Goal is to initiate communication.

Appropriate IEPs for autistic kids might include features such as

total communication programs, simplified sign language systems

(e.g., Makaton), communication boards, picture exchange systems,

augmentative communication devices, speech therapy, or a combination

of two or more of the foregoing, depending on individual need.

Must offer integrated approach emphasizing expressive language

skills (from lest sophisticated to most sophisticated), whether in

sign, or with augmentative communication systems (i.e.picture board,

voice output computer, etc.), throughout the child's school day.

Total communication, where communication is invited in a variety of

methods (verbal, sign, pictures, communication devices), and where

the instructor uses a variety of methods to communicate with the

child, appears to be the most popular methodology for communication

programs.

Total communication(TC)

A multi-model method that elicits any and all forms of communication

(sign, verbal, gesture, picture, voice device) and incrementally

directs student toward more functional methods.

Should be listed on IEP as " language of delivery " of objectives.

Moreover, there should be specific communication objectives

regarding the student's use of TC.

Communication programs is development toward increasingly functional

and appropriate communication modalities, depending on the child's

abilities (e.g.,from gesture to sign to communicate boards to verbal

speech, if possible.

When applying the sign language:

Should be addressed in IEP goals and objectives (how many signs?

receptively? Expressively? Spontaneously? With Prompting? How many

more will the student learn?). Sign approximations are acceptable,

especially for students with fine motor difficulties.

It eliminates frustration, mold the gestures with signing and

eventually verbalize & drop signs off as a goal.When signing it must

be at child's eye level right in front and do not block your mouth

when signing, down the road drop signs off once child progresses

with verbalization. Signing is to bridge the gap. Its all concrete

with signs, learning how to communicate, see and react to it.

Throwing words can get overwhelmed, signs-helps to see it by shaping

hand over hand. Be very animated so that they could see. Easy

target, does not have to be perfect, just consistent.

Work on coordination, really important with signing, verbalize be

consistent and have lots of patience,it'll eventually fall into

place. Remember its not overnight.

Work with one word and then increase it. Don't give him a sign that

he has no interest. Example like if he likes cookie, well, as you

teach him the sign " cookie " and reward with a cookie. He'll

realize " When I sign I get a cookie. "

Once child makes the connection, slowly fade sign so that the child

could become vocal.

One at a time, until you see them shaping it. Do not introduce no

more than 3 signs within 2 to 3 months.

signing and combining, key is always vocalize.

At least one characteristic must come from Communication.

* Delay in, or total lack of, the development of spoken language.

* In individuals with adequate speech, marked impairment in the

ability to initiate or sustain a conversation.

* Sterotyped and repetitive use of language or idiosyncratic language

* Lack of varied, spontaneous make-believe play or social imitative

play.

Many call Visual strategies or visual schedules PECS, PECS requires

3 people-Physical prompt, the communicative partner and the student

in the beginning and their are 6 phases. So cautious when somebody

tells you that they are using PECs, if you do not hear this and

claim that they do PECs, its not. Research has been based and

proven, taught how to use to the PECS, teach them, ways to design

with limited abilities with powerful reinforcers. Teaching to

initiate and ask for their wants and needs. Once child learns the

PECs, they do not have to carry a large book with pictures as many

have told me in the past, their are methods how to incorporate it

during the day. It helps build independence (fade verbal and

physical prompt). Key- build in getting rid of the prompt by

figuring out which communication tool to use.

Strategies that provide structure and visual tools.

So do ask " How do you get the student to communicate? " Try out the

best system to figure out. Every student that has a gap in his or

her communicative abilities must have an alternative, effective

means for expressing needs, feeling, wants and information.

When requesting for Assistive Technology. Almost anything can be

considered assistive technology if a person with a disability needs

it to increase, maintain or improve the way he or she functions.

Assistive technology devices are often referred to as assistive

technology tools. Here's a list of reasons why people with

disabilities might use assistive technology tools.

* for communication

* for managing the environment

* for hearing and listening

* for moving their bodies

* for working with numbers

* for play

* for reading

* to help them remember

* to help them see

* to help them work

* for writing

Another way to look at what is assistive technology, is to ask what

the tool would do for a person.

Here are some things assistive technology commonly does:

* Increased levels of independence

* Improves quality of life

* Increases productivity

* Enhances performance

* Expands educational/vocational options

* Increases success in regular education settings

* Reduces amount of support services needed.

On the IEP for Assistive Technology

PECs is an assistive technology.

What type of communication device?

Some times it helps to start off with a low-tech than build from

that once child makes the connection.

Low Tech, Mid-tech, High Tech.

IDEA'97, Provide training, That's the LAW!

Plus it could be carried over at home, find the motivator.

IEP Team will ask " Where do you feel the child would benefit with a

assistive technology? " How will the Assistive technology be more

useful?

Hopefully the IEP team will not give you a battle involving

communication skills. Fingers cross that they will agree on an

evaluation like example for the AT, training which involves school,

family and the child, same goes for the PECS or anything else.

This is one area I have learn the hard way and several on this

listserve here have been great sharing information my way.

Wish I knew this when my son was younger.

ABA/VB helped my son and having to retrieve back to using the PECS and

will soon be in training with my son using a communication device.

This is one of my missions this year at his age of 19 y/o.

His receptive skills are wonderful, it is working on his expressive

skills once again.

Always have everything in writing, even if denied, reason why?

Wishing you luck on the IEP meeting this Monday.

Cheering you on that the IEP team will not deny your child a voice in

any form of a functional communication.

Irma,19,DS/ASD

>

> Hi,

> I am still trying to get ready for 's IEP meeting on Monday

and am wanting to discuss some way for her to communicate since her

speech in not very understandable. I have had the PECS system

mentioned before. Can anyone tell me of a good website to go to where

I can find information on this system? Or does anyone have any other

ideas? Thanks for all your help and listening in the last few days.

Her speech therapists have not been real interested when I have

mentioned this in the past so I feel like I need to have the info

ready and be sure of how I want to proceed.

>

> Carla

>

>

[Guest guest]

> >

> > Hi,

> > I am still trying to get ready for 's IEP meeting on Monday

> and am wanting to discuss some way for her to communicate since her

> speech in not very understandable. I have had the PECS system

> mentioned before. Can anyone tell me of a good website to go to

where

> I can find information on this system? Or does anyone have any

other

> ideas? Thanks for all your help and listening in the last few

days.

> Her speech therapists have not been real interested when I have

> mentioned this in the past so I feel like I need to have the info

> ready and be sure of how I want to proceed.

> >

> > Carla

> >

> >

[Guest guest]

> >Irma,

> You are good! All that info about communication. We are working

> for actively about communication, this is a good one to share

> with a few people and I will. Lots of good info all in one place.

> Sarno

you will find some more information going or entering under

search directly from the message boards on the listserve here.

Many here in the past have shared great information when the topic of

communication was mentioned.

You guys with the youngster make sure to battle what you can because

once they reach the secondary level, it is all another ball game.

Most of what my son or my friends out here throughout Texas and having

to be one of the Founders for an Adult support group.

Secondary level are focusing more on Vocational Skills and like in my

son's case, academics is thrown to the side, meaning it is no longer

important in their eyes so should they be attending High school, it is

preparing them out the door for a job, but what is forgotten are the

basic & independent skills needed in order to succeed out in the real

world. Reading and writing, definitely any functional communication is

needed, even when they age out of the school system.

Once they age out of the school system it is another road to tackle

with supported services needed, get what y'all can while still

attending school.

I'll see about posting some of this information if you like so that

you could review and save for reference in regards information

pertaining to the national dilemma for adults with autism which I have

on hand.

I will be meeting up with my buddies out at the Autism One conference

who address about the adult issues who have been graciously nice

sending me information my way and I have permission to share this.

Irma,19,DS/ASD

[Guest guest]

The PECS system was wonderful for Colton. He really picked up on it

quickly and now uses it very well. What I like the most is that it

allows us to communicate to him as well. We have moved to an AVB

program which I like better but find that the PECS are still needed.

There is a good PECS training video that our school has that I watched.

Hope that helps.

Lori

[Guest guest]

We started with FREE PECS found at websites like Boardmaker. But we also

used magazine pictures and photos. EXAMPLE: When we wanted him to learn

(simultanaeous with sign) I want a drink. He signed and we gave hime a

picture of a glass of milk, water, juice. HE could pick. When he learned

the signs for milk- we added big glass or small glass pictures.

We created a velcro strip to organized getting dressed in the morning and

going to bed at night - pictures of washing face - or taking a bath,

toothbrushing, PJ's on, into bed, story read, lights out. After awhile we

veried the order of somethings to be sure that he understood the picture and

eventually he would re-order things. In school he used PECS for

scheduleing. At first they used photo's and gradually moved him to

schematic PEC figures. At home we used what ever had the words we were

trying to convey - whether from a magazine, photo, actual PEC.

> We have not tried Pecs where do you start.......Is there something you

> used like a book or program that helped you get going?

>

>

>

--

Sara - Life is a journey- we choose the path.

[Guest guest]

There is a free Boardmaker Demo right now at mayer-johnson.  It is limited in

how much you can print but could get you started, especially around food items

(where our SP said to start as it is motivating for most kids!)  We also use a

schedule system and a placemat for meal times... if you are in the Portland

Oregon area, there are also free Boardmaker trainings through MPAC (Multnomah

Parent Action Committee I think?)  they also have boardmaker available to

parents free at two Portland ESD schools.  Computers printers and laminaters!

Amy

Re: PECS

We started with FREE PECS found at websites like Boardmaker. But we also

used magazine pictures and photos. EXAMPLE: When we wanted him to learn

(simultanaeous with sign) I want a drink. He signed and we gave hime a

picture of a glass of milk, water, juice. HE could pick. When he learned

the signs for milk- we added big glass or small glass pictures.

We created a velcro strip to organized getting dressed in the morning and

going to bed at night - pictures of washing face - or taking a bath,

toothbrushing, PJ's on, into bed, story read, lights out. After awhile we

veried the order of somethings to be sure that he understood the picture and

eventually he would re-order things. In school he used PECS for

scheduleing. At first they used photo's and gradually moved him to

schematic PEC figures. At home we used what ever had the words we were

trying to convey - whether from a magazine, photo, actual PEC.

On Tue, Oct 21, 2008 at 9:05 AM, jaakdander <jaakdanderyahoo (DOT) com> wrote:

> We have not tried Pecs where do you start....... Is there something you

> used like a book or program that helped you get going?

>

>

>

--

Sara - Life is a journey- we choose the path.

[Guest guest]

>

> We have not tried Pecs where do you start.......Is there something you

> used like a book or program that helped you get going?

>

I was sending this information out to one of my online friends on a

different group list.

Picture Exchange Communication System (PECS)

http://autism.healingthresholds.com/therapy/picture-exchange-communication-s

I wanted to mention that when my son attended school many of his

educators were mentioning that they were using PECS. All I knew at the

time was about some pics being used so I figure this is what was being

implemented all those years being blind about it.

Little did I know that at that time, this is not PECS on what they

were applying on my son's case, it was using the Mayor pics

for some visual strategies, this was not PECS.

I then decided to attend a 2-day PECS training and boy did I see this

would work and then I had attended another training at the educational

center for a PECS make & take session, since impressed with the PECS

then I had attended another session and this was another vital piece

of the pie needed, it was implementing PECS Across the day.

I was able to then rebuttal so much when anyone at the IEP meetings on

using PECS with my son.

It was a battle and I did not just ask for PECS, did make sure to

address " Total Communication " at this rate this was my main focus as

he got older and fell through the school cracks.

I always made sure to throw in the Communication Bill of Rights.

http://www.pecs.com/

Along with requesting In-Home training as it does require within the

2 first phases a communication partner, plus it must be carried over

at home on what they were working on at school and also utilized when

out in the community as the school would take him out on CBI trips.

I later found out when I requested a meeting to discuss an update of

where they stood? Behold they were working the 3rd phase, Phase 1 he

master wonderful but it was phase II that they had skipped, this is

one of the huge steps I was looking forward to where he would initiate

by bringing me the pic when wanting something along with not

implementing it across the day.

We were not on the same page, he was coming along wonderful at home

and I was also beginning to fade out using a marker when he would

follow his visual schedule.

Since I was not a happy camper it was time to make some noise which

becomes another chapter but other than that, learn what you can about

PECS to make sure everyone is on the same page and your child is

learning this correctly.

So if you are aware of any PECS training in your community, take

advantage of it among those who specialize within this arena.

You could probably get the school district to help pay for you to attend.

http://www.pecs.com/TrainingWorkshops.php

There is also a PECS yahoo group list where some of the trainers I

have met are there to support when needed.

http://groups.yahoo.com/group/pyramid-pecs/?yguid=316889865

Plus some of the tools sold at the PECS out at the educational center

we learn how to improvise making our own which was nice for budget

wise or I was given some of them from the actual PECS trainer.

http://trainland.tripod.com/pecs.htm

If anyone at the IEP meeting throws in anything like, " You do not want

your child to carry a book with a lot of pictures " , it is using a

voice and sometimes who knows if taught correctly it is some type of

communication and your child could actually express it loud and clear

one day when finally make some type of connection, it is building from

it.

It is finding some form of communication.

This has been my arena due to my son's issues and have been to

numerous workshops in regards to Total communication.

Latest now within learning the technology arena.

I was not ready for it since he made some tremendous progress with the

VB approach but due to his health regressed anyways glad I have

alternative avenues to fall back with.

Am I confusing my son? No, because whatever means of communication

being used helps to decrease frustration and he is able to process it.

Good luck on your mission here.

Sorry on responding on this as I do tend to write chapters.

Irma,20,DS/ASD

[Guest guest]

Irma, great post about the difference between the PECS system, which is a

specific system of using pictures, and the more informal picture communication. 

PECS is wonderful and we started out with that because we were fortunate enough

that our ST had been trained in the system.  What a difference it made in

transitioning him from imitative to spontaneous communication and onward!  We

used PECS on a daily basis in therapy sessions, but plastered our walls and made

books, placemats, games, etc. with Boardmaker and other pictures (from

everywhere) for regular informal whatever-we-could-get-out-of-him picture

communication, as well as used signs, gestures, and pictures on a Dynavox MT4. 

We are now learning cued speech, which is a visual phonics system that can be

used for speech, language, and communication, which we prefer because of

apraxia, though we still use the signs he has already learned as well. 

 

You can get really creative with making pictures available and useful.  As I

mentioned, you can do electronic devices, notebooks, placemats, games, stickers,

wall borders, charts, label toy bins to sort, label items around the home, etc.

to make them available. You can make individual cards or whole-sheet charts. 

You can use velcro, magnets, or felt/flannel boards for putting them up.  When

he was really young, I made a felt book for my son with velcro on the backs of

the cards.  This rolled up and had a strap on it so it was very light for him to

carry since he was so small *still is " .  You can get a big piece of sheet metal

(or several) and attach them to your walls (cover the edges somehow so they

aren't sharp) and then use magnet paper to print pics on (I would avoid small

magnets on the backs as they would be a choking hazard for younger kids). These

also stick to the fridge.  When he was young, we did the felt/flannel also

because when we

tried the velcro he was more interested in the sound that it made (autism and

stimming stuff) than the pic, so we switched.  Your ST should have Boardmaker

and should be able to print you out a copy of whatever pics they are using so

that you can follow through at home.  If you do an internet search on a word and

then go up on top of the scrren and click on " image " you might find useful pics.

You can then right-click on the pic and choose " save as " to save it to a

location on your computer so you can resize it if needed and print it out. A

digital camera works great.  Also, you can use pics out of toy magazines/flyers,

cereal boxes and other food boxes, etc.  Whatever works.  It doesn't have to be

pretty and won't be after a while no matter how hard you try, so let

perfectionism go (that was tough for me). Also, it is a journey so you may make

lots of changes as your child grows and gets older. 

 

Anyway, I wanted to mention that instead of training for PECS, they do offer a

manual that, when I got mine, was $40.00.  It tells specifically how to do it

step-by-step.  Perhaps this might be an easier and cheaper method of getting the

entire team on board with the PECS system than the in-person trainings.  Again,

they should be assisting you with getting the materials you need at home to

follow through.  This should be on his IEP/IFSP.  Follow-through is extremely

important!!!

 

__________________________________________________

[Guest guest]

What was the name of the book for PECS you used?

Thanks

Subject: Re: PECS

To:

Date: Tuesday, October 21, 2008, 9:07 PM

Irma, great post about the difference between the PECS system, which is a

specific system of using pictures, and the more informal picture communication. 

PECS is wonderful and we started out with that because we were fortunate enough

that our ST had been trained in the system.  What a difference it made in

transitioning him from imitative to spontaneous communication and onward!  We

used PECS on a daily basis in therapy sessions, but plastered our walls and made

books, placemats, games, etc. with Boardmaker and other pictures (from

everywhere) for regular informal whatever-we- could-get- out-of-him picture

communication, as well as used signs, gestures, and pictures on a Dynavox MT4. 

We are now learning cued speech, which is a visual phonics system that can be

used for speech, language, and communication, which we prefer because of

apraxia, though we still use the signs he has already learned as well. 

 

You can get really creative with making pictures available and useful.  As I

mentioned, you can do electronic devices, notebooks, placemats, games, stickers,

wall borders, charts, label toy bins to sort, label items around the home, etc.

to make them available. You can make individual cards or whole-sheet charts. 

You can use velcro, magnets, or felt/flannel boards for putting them up.  When

he was really young, I made a felt book for my son with velcro on the backs of

the cards.  This rolled up and had a strap on it so it was very light for him to

carry since he was so small *still is " .  You can get a big piece of sheet metal

(or several) and attach them to your walls (cover the edges somehow so they

aren't sharp) and then use magnet paper to print pics on (I would avoid small

magnets on the backs as they would be a choking hazard for younger kids). These

also stick to the fridge.  When he was young, we did the felt/flannel also

because when we

tried the velcro he was more interested in the sound that it made (autism and

stimming stuff) than the pic, so we switched.  Your ST should have Boardmaker

and should be able to print you out a copy of whatever pics they are using so

that you can follow through at home.  If you do an internet search on a word and

then go up on top of the scrren and click on " image " you might find useful pics.

You can then right-click on the pic and choose " save as " to save it to a

location on your computer so you can resize it if needed and print it out. A

digital camera works great.  Also, you can use pics out of toy magazines/flyers,

cereal boxes and other food boxes, etc.  Whatever works.  It doesn't have to be

pretty and won't be after a while no matter how hard you try, so let

perfectionism go (that was tough for me). Also, it is a journey so you may make

lots of changes as your child grows and gets older. 

 

Anyway, I wanted to mention that instead of training for PECS, they do offer a

manual that, when I got mine, was $40.00.  It tells specifically how to do it

step-by-step.  Perhaps this might be an easier and cheaper method of getting the

entire team on board with the PECS system than the in-person trainings.  Again,

they should be assisting you with getting the materials you need at home to

follow through.  This should be on his IEP/IFSP.  Follow-through  is extremely

important!!!

 

____________ _________ _________ _________ _________ __

[Guest guest]

>

> What was the name of the book for PECS you used?

> Thanks

>

I'll share the names of the manuals I have on hand from the workshops

I have been to until shares what she has on hand.

I did luck out receiving a lot of these trainings and resource tools

through the school districts expenses and having some friends who

specialize in the autism arena.

The Picture Exchange Communication System

PECS

Utilizing Pryamid Approach to Education

Develop by:

Lori Frost, M.S., CCC/SLP

& S. Bondy, Ph.D.

Manual:

The

P icture

E xchange

C ommunication

S system

Training Manual by Lori Frost, M.S., CCC/SLP

and Andy Frost Bondy, Ph.D.

Illustrations by Rayna Bondy

Second Edition

PECS Review, Practice and Problem Solving

Developed by:

Lori Frost, M.S., CCC/SLP

Andy Bondy, PhD.

Incorporating PECS Across the Day

Developed by:

Lori Frost,M.S.,CCC/SLP

S. Bondy, Ph.D.

I also wanted to share that I did place over on the links section

under the Communication files a couple of YouTube segments of Phase I

& II that are actual video clips of Lori Frost and Andy Bondy.

YouTube Phase I PECS

This is an example of Phase 1 of PECS

http://www.youtube.com/watch?v=ZP48lxnNdHM & feature=related

YouTube Phase II PECS

Phase II

http://www.youtube.com/watch?v=tr3lQXNEcps & feature=related

Irma,20,DS/ASD