PECS Innovation Configuration Map
DRAFT
Key
Elements
Ideal Implementation
(4)
Implements functional
objectives and applies
those objectives to
instruction and
assessment.
In Process (3)
Pyramid Approach to Education
Implements functional
objectives with students
with limited
understanding of the
connection between
instruction and
assessment.
Initiates powerful
Surrounds students with
reinforcement systems enticing items in the
that encompass
classroom and
appropriate reinforcing reinforces students’
items and response
communication when
time.
possible.
Balances
Integrates social skills
communication and
and functional
social skills instruction communication
within meaningful
instruction in the
contexts.
curriculum as separate
but equally important
concepts.
Applies knowledge of
the behavioral
underpinnings of
communication to the
classroom
environment.
Seeks out of expert
consultation in regards
to the connection
between
communication and
behavioral theory.
In Process (2)
In Process (1)
Implements
theoretically sound
instructional goals
with limited
understanding of the
functional application
of the goal.
Utilizes information
gathered from the
reinforcer assessment
to entice students
during formalized
instruction.
Utilizes a social skill
curriculum in the
classroom with limited
understanding of how
to adapt the
curriculum to the
unique needs of
students.
Identifies a connection
between
communication and
behavior with limited
knowledge of theory.
Identifies
theoretically sound
instructional goals
for students with
little connection to
the functionality of
the goal.
Administers
reinforcer assessment
to students before
beginning
instruction.
Identifies the need
for social skills
instruction in the
classroom but lacks
knowledge of
appropriate curricula.
Places value on
behavioral theory
and communication
efforts separately
with incomplete
understanding of the
connection.
Erika Nicsinger
No Implementation
(0)
Misunderstands how
goals inform our
instruction.
Uses available items
to entice students
with limited
understanding of
students’ desire for
the items.
Does not provide
opportunities for
social skills
instruction in the
classroom.
Allows for
disconnect to occur
between
communication and
behavioral
instruction.
Updated: 10/27/12
PECS Innovation Configuration Map
DRAFT
Collaborates with
experts to understand
communication and its
intricacies.
Understands how
augmentative and
alternative
communication (AAC)
systems work in
tandem with speech
development.
Functional Communication
Seeks consultation with
experts in the area of
communication.
Identifies the value of
communication and
experts in the area.
Demonstrates an
emerging
understanding of the
connection between
AAC and speech
development and a
desire for further
knowledge.
Seamlessly integrates
Attempts to promote
critical communication communication outside
skill instruction
of the daily routine.
naturally within the
learning environment.
Fosters a positive
Reinforces students’
environment
spontaneous
conductive to
communication within
spontaneous
the natural context of
communication.
instruction.
Accepts that AAC and
speech can coexist
with a limited
understanding of the
rationale behind the
connection.
Provides instruction in
the area of
communication as part
of daily prescribed
routine.
Allows for students to
communicate as they
desired with limited
regard for reinforcing
communication.
Views
communication as
one-dimensional and
static.
Misunderstands the
connection between
AAC and speech and
sees one as inhibiting
the other.
Erika Nicsinger
Misunderstands
communication.
Lacks an awareness
of the connection
between speech
development and
AAC systems.
Identifies that
communication is a
skills that is required
to survive.
Misidentifies
communication skills
that are required to
survive.
Provides framework
within which
students may
communicate during
daily prescribed
routine.
Stifles spontaneous
communication
during natural
settings.
Updated: 10/27/12
PECS Innovation Configuration Map
DRAFT
Environment reflects
an understanding of
the theoretical
underpinnings of
operational
communication and
applies that knowledge
to instruction.
Understands the
rationale and function
of each
communicative phase.
Environment promotes
operational
communication
throughout the day as
part of planned and
deliberate efforts.
Phase Implementation
Seeks out guidance to
aid in understanding the
rationale and function
of each communicative
phase.
Identifies the key
Implements
components of each
communicative phases
implementation phase with fidelity within the
and generalizes the
formalized instructional
information to all areas setting, but with limited
of instruction.
adherence to protocol
during informal
opportunities.
Frames classroom
Identifies ways in
environment with a
which PECS
mindset towards
requirements can be
meeting established
integrated through
implementation goals
formal and informal
as outlined in the
instruction.
PECS manual.
Environment
encourages
operational
communication during
direct-instruction
opportunities.
Environment allows
for operational
communication to
occur naturally with
little or no assistance
from staff.
Demonstrates a desire
to understand the
theory beneath each
communicative phase.
Erika Nicsinger
Environment stifles
operational
communication.
Identifies that the
various
communicative
phases are based in
theory.
Attempts to implement Misunderstands how
communicative phases to implement the
with fidelity within the communicative
instructional setting.
phases correctly.
Administers the
phases without
understanding the
theoretical
underpinnings.
Implements
communicative
phases with a lack of
regard for fidelity of
the program.
Adheres to established
PECS requirements
for each student.
Does not meet
established PECS
requirements (50+
opportunities, 2+
conversation partners
and 2+ settings each
day).
Attempts to meet
established criteria
for implementation
during instructional
opportunities.
Updated: 10/27/12
PECS Innovation Configuration Map
DRAFT
Data Collection
Teaching Communication Across the Day
Uses baseline data to
inform instruction and
improves instruction
throughout the
process.
Utilizes collected data
to identify ways in
which instruction can
be improved in order
to meet the diverse
needs of students.
Provides meaningful
opportunities for
language instruction
embedded within
PECS instruction.
Promotes and
maintains
communication
instruction within
functional routines as
part of daily living
activities.
Understands the
rationale behind
gathering baseline data
before implementing
the PECS program.
Shows evidence of
initial data analysis
prior to data
submission.
Gathers baseline data
information, such as a
reinforcer assessment
and phase level.
Misunderstands the
role of baseline data
in the instructional
process.
Erika Nicsinger
Begins PECS
instruction without
attention to baseline
data.
Balances classroom
data collection
requirements with
instructional
requirements.
Submits complete
and accurate data
collection forms each
week.
Data collection forms
are not completed or
are completed
incorrectly.
Appeals to expert
knowledge to fully
understand the
connection between
communication and
language development.
Demonstrates a
limited understanding
of the connection
between
communication and
language
development.
Provides
communication
instruction within
functional contexts.
Identifies that a
connection exists
between
communication and
language
development.
Ignores the
connection between
PECS
communication and
language
development.
Uses communication
instruction as part of
the natural,
functional
environment.
Disconnects
communication
instruction from
functional, daily
living skills.
Identifies personal
bias towards studentcentered instruction.
Ignores students’
interests with
preference for
teaching towards the
norm.
Strictly adheres to
lesson plans without
attention towards
“teachable
moments”.
Prompts diverse team
members, such as OT
or PT, to utilize
communication
instruction as part of
their specific
therapeutic
interventions.
Encourages students to Identifies students’
direct the
interests and plans to
communication
use that knowledge
instruction by teaching mindfully in the
to the students’
planning process.
interests.
Updated: 10/27/12