PECS Training

PHASE 4: Sentence Structure

Objective: The student requests present and non-present items using a multi-word phrase by going to the book, picking up the picture/symbol of “I want” putting it on a sentence strip, picking out the picture of what is wanted, putting it on the sentence strip, removing the strip from the communication board and giving the strip to the communicative partner.

Notes:

  1. Only need one trainer for this phase
  2. Use a variety of communicative partners, activities, settings
  3. In addition to structured training trials, create many opportunities for spontaneous requesting during functional activities each day
  4. The new skill to reinforce requesting/commenting: e.g., I want, I see, it is – although there are skills to be reinforced at each step of this phase. Praise as each step is completed:
  5. Putting the preferred icon on the sentence strip
  6. Independently picking up the “I want” picture first
  7. Point and/or read the sentence strip aloud (speech is not necessary but praised if used)

Communicative Partner’s responsibilities:

  1. Plans for each student to have own communication book
  2. Creates sentence strip to include in the communication book (should be visible and away from individual icons; often on the front of the book)
  3. Creates “I want”, “I see”, “it is” icons
  4. Initially, “I want”, “I see”, “it is” is a single picture (because we are not teaching the concept of I vs. you, he, she and because it follows natural language progression (i.e., 1 word, 2 words)
  5. Initially, keep frequently accessed icons on the front of or on the first page of the book
  6. Arranges training environment appropriately – 20+ pictures availableat a time
  7. Items available but inaccessible
  8. No verbal prompts
  9. Does not insist on speech
  10. Can implement “Backward Chaining” to teach sentence strip construction – i.e., Create the full sentence strip for the student and have them work on exchanging the strip. Once this is mastered, create the full sentence strip but leave it on the book so that they’re practicing removing the sentence strip, etc.
  11. Teaching sequence:
  12. Step 1:
  13. Attach “I want” picture to the left side of the sentence strip
  14. Wait for the student to initiate reaching for a preferred icon
  15. Guide them to put the picture onto the strip next to the “I want” picture
  16. Guide the student to give you the sentence strip
  17. Read the strip aloud to the student while providing access to the item; make sure the strip is facing the student so that they can follow along while you’re reading it
  18. Step 2:
  19. Move the “I want” picture to the left side of the book but do not put it on the sentence strip
  20. Student will initiate removal of the preferred icon, block him/her from doing so and physically prompt him/her to remove the “I want” picture and put it on the strip
  21. Student should now complete the sentence by reaching for the preferred icon and placing it next to the “I want” icon and give you the sentence strip and read the strip aloud
  22. Step 3:
  23. When the student independently constructs and puts the sentence strip into your hand, turn the strip around and physically prompt him/her point to each picture while you read each picture
  24. Fade this prompting

Student’s responsibilities:

  1. Remove “I want” icon from the communication book
  2. Remove preferred icon from the communication book
  3. Place both on a sentence strip
  4. “Read along” the entire request/comment
  5. Gives sentence strip to communicative partner (preferred or non-preferred)
  6. Distance between communicative partner, student, and/or communication book can be near or far
  7. Learns to build requests, comments

Target Sequence

  1. Get book
  2. Remove “I want” icon from book
  3. Put “I want” icon on sentence strip
  4. Remove preferred icon from book
  5. Put preferred icon on sentence strip
  6. Remove sentence strip
  7. Give sentence strip to communicative partner
  8. Give the item and provide praise