PECS Training
PHASE 3b: Picture Discrimination Between Two Preferred Items
Objective: The student requests desired items by going to a communication book, selecting the appropriate picture from an array, going to communication partner, and giving the picture.
Notes:
1. Two pictures at a time – this Phase is broken up into two parts
a. Begin with preferred versus non-preferred items/activities (notes and directions are on a separate sheet)
b. Once this has been mastered, you may present two preferred items/activities
2. Arrange pictures on the front of the book with one picture in the upper right and one picture in the lower left
3. Only need one trainer for this phase
4. Initial distance is close by as communicative partner is trying to teach discrimination (one-on-one teaching)
5. Use a variety of communicative partners
6. In addition to structured training trials, create many opportunities for spontaneous requesting during functional activities each day
7. The new skill to reinforce choosing the correct picture
8. Switch your switches (i.e., don’t always say, ‘tie your shoes’ – other ideas: clap hands, touch nose, look over there)
9. This phase may take longer (2-3 weeks)
10. Make sure to provide 40-50 opportunities per day
11. Do correspondence checks FIRST:
a. Have 2 preferred items out
b. Wait for the student to exchange a picture
c. Offer the 2 preferred item and say, “take it” or “go ahead” or “here”
d. See which one they take
e. What if…student reaches for non-corresponding item?
i. Block it
ii. Do four-step error correction
f. What if…student makes a “mistake” even after four-step error correction?
i. Cycle through correction sequence above but TAKE AWAY the distractor item and picture during the switch task
g. What if…student gives one picture and reaches for both objects?
i. Block both reaches
ii. Do four-step error correction
Communicative Partner’s responsibilities:
1. Plans for each student to have own communication book
a. If you haven’t already begin organizing picture inside the PECS book
b. You might want to give the student a “peek” inside the book
c. As you start to increased the number of preferred items icons on the front of the book, display then in an X pattern
2. Arranges training environment appropriately – pictures available two at a time – at first preferred and non-preferred pictures are presented; once that is mastered, the communicative partner presents two preferred pictures
3. Items available but inaccessible
4. Entices appropriately
5. Wait for the exchange before giving them the reinforcer
6. Does not insist on speech
Student’s responsibilities:
1. Remove the correct picture from the communication book
2. Distance between communicative partner, student, and/or communication book can be near or far (although initially it is good for the CP to be close by to teach the skill)
3. Gives picture to communicative partner (preferred)
4. Learns to discriminate between two or more preferred items
Target Sequence for discrimination between two or more highly preferred items
1. Entice with both items
2. Correspondence check (see above)
3. Student gives you preferred item icon
4. Student may give incorrect picture
o Say nothing, give corresponding item
o Show or tap target picture (make sure the student looks at the picture)
o Hold open hand near target picture and pair with physical or gestural prompts as needed (you might even cover up the non-preferred picture)
o Student gives target picture
o Praise but DO NOT give item
o Do a switch – (e.g., touch your belly, wave your hands, turn around)
o Entice with both items
o Student gives target picture
o Give the item and provide praise
Alternatives
1. Provide bigger pictures that are far apart
2. Use high preferred picture vs. a blank picture that gradually fades into focus (the point is to initially find the one that has a picture on it; can do the same by making the non-preferred picture small and then gradually increasing it to be the size of the preferred picture)
3. Try different symbols if needed
Mastery?
· Student exchanges correct picture on 80% of trials using several target pictures versus distractor pictures.