Moving on from PECS (ppt 9MB)

Moving On From PECS
An Introduction
ACE Centre Network Day
20th March 2012
Karen Bailey and Rachel Moore
ACE Speech and Language Therapists
An Introduction
• PECS (Picture Exchange Communication
System) is a useful tool for developing
• Well known tool for teaching skills for
developing communication
• What if an individual doesn’t develop
functional speech?
Why was PECS developed?
From PECS Training Manual - Lori Frost & Dr Andy Bondy
Different communication systems had
been tried & failed because of:• lack of initiation for communication
• lack of response to social rewards
• poor motor imitation
? Question ?
What about individuals who no longer
need PECS to initiate communication
• have not developed functional speech?
• need visual support in order to speak?
Criteria for giving up PECS
according to PECS trainers
From PECS Training Manual- Frost & Bondy
• Speech vocabulary is as large as PECS
• Initiation with speech is intact
• Length of spoken utterance is as long as
PECS utterance
• Speech is intelligible to untrained listener
Alternative AAC resources
• No Tech - Signing
• Low Tech - Books and charts
• Voice output Communication Aids
When moving on from PECS…
Consider the importance of…
• Pointing
• Modelling
• Visual prompts
Modelling in action
Benefits of managing a
pointing system
• speed
• fluency
• creativity
• portability
• maintenance
Give Information
Core Vocabulary
Fringe Vocabulary
Pointing in action
Low tech book
Pointing in action
Voice Output Communication Aid
Alternative AAC resources
• Books and charts
• Speech output devices
Concerns when moving on from
• Loss of familiar system
• Not building up a complete sentence
Case Study - Henry
• On the autistic spectrum
• Limited understanding in most
• Limited speech and expressive language
• Exceptional knowledge and use of
language associated with the world of
• Highly supportive team around Henry who
are prepared to put time into generating
resources for him
Case Study - Henry
• Clicker 5 was introduced to develop his
expressive language as well as his literacy
• Important features included visual support
(symbols) and auditory feedback
• Be aware of using too much media in the
grids but do use this as a reward
Henry’s grids
Following an assessment
Clicker 5 was introduced to Henry
• Open grid:
– (grids from assessment day
– Planet Earth, with and without sound)
• Forced order:
– (forced order Jurassic park story)
• Moving on to open grids
Assessment grids
Clicker Forced Order
Clicker More Forced Order
Henry’s grids
Following an assessment
Clicker 5 was introduced to Henry
• Talking story:
– (dinosaur Talking Book)
Clicker Talking Story
Henry moving on
• Talking books to help with transition into
new school. Included pictures and
video of school, new teachers and
peers, new classroom etc
• iPad:
– “We found ‘Pictello’ fantastic!”
• Visual instructions / visual stories
– Visual schedules
Useful apps
• Pictello: for creating stories
based on visual scenes
• Visual schedules:
e.g. First then visual schedule for
autism with text, voice and picture.
• PECS can be an important first step in the
path towards social interaction
• When this first step has been achieved,
other methods should be considered for
further developing communication
Future ACE Centre Courses
• Getting Started with AAC
Thursday 22nd March 2012, 10am to 4pm
ACE Oxford
• Moving On From PECS
Wednesday 30th May 2012, 10am to 4pm
ACE Oxford
• iPads, iPods and Communication
Tuesday 3rd July 2012, 10am to 4pm
ACE Oxford
Delegate fee for above one-day courses - £120