PECS Training

PHASE 3a: Picture DiscriminationBetween Preferred and Non-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
  2. Begin with preferred versus non-preferred items/activities
  3. Once this has been mastered, you may present two preferred items/activities (notes and directions are on a separate sheet)
  4. Arrange pictures on the front of the book with one picture in the upper right and one picture in the lower left
  5. Only need one trainer for this phase
  6. Initial distance is close by as communicative partner is trying to teach discrimination (one-on-one teaching)
  7. Use a variety of communicative partners
  8. In addition to structured training trials, create many opportunities for spontaneous requesting during functional activities each day
  9. The new skill to reinforce choosing the correct picture
  10. Vary the distractor picture (ideas: pine cone, sock, whisk, paper clip)
  11. Switch your switches (i.e., don’t always say, ‘tie your shoes’ – other ideas: clap hands, touch nose, look over there)
  12. This phase may take longer (2-3 weeks)
  13. Make sure to provide 40-50 opportunities per day

Communicative Partner’s responsibilities:

  1. Plans for each student to have own communication book
  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. Levels of feedback
  6. The instant the child touches that correct picture, provide vocal feedback (e.g., oooh!, good!), but…
  7. Wait for the exchange before giving them the reinforcer
  8. Does not insist on speech

Student’s responsibilities:

  1. Remove the 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 or non-preferred)
  4. Learns to discriminate between preferred and non-preferred

Target Sequence for discrimination between highly preferred and non-preferred items

  1. Entice with both items
  2. Student may give incorrect picture
  3. Say nothing, give corresponding item
  4. Show or tap target picture (make sure the student looks at the picture)
  5. Hold open hand near target picture and pair with physical or gestural prompts as needed (you might even cover up the non-preferred picture)
  6. Student gives target picture
  7. Praise but DO NOT give item
  8. Do a switch – (e.g., touch your belly, wave your hands, turn around)
  9. Entice with both items
  10. Student gives target picture
  11. Give the item and provide praise

What if…?

  1. Student gives Communicative Partner the distractor picture?
  2. See correction sequence above
  3. Student plays with distractor?
  4. Find new distractor. This may now be a reinforcer!
  5. Student rejects distractor?
  6. See correction sequence above
  7. Student chooses distractor again even after error correction
  8. Cycle through correction sequence above but TAKE AWAY the distractor item and picture during the switch task

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.