(Photo From Autism Speaks)
Phases of PECS
Phase 1: Learning How to Communicate
Phase 2: Adding Distance and Persistence
Phase 3: Picture Discrimination
Phase 4: Sentence Structure
Phase 5: Responding to, "What do you want?"
Phase 6: Commenting
(Wheby class notes)
- This begins with the student seeing the the desired object. Then he or she will pick up the picture of the object and turn to the communication partner. Finally, he or she will hand the picture to their partner.
- There should be no verbal prompting used.
- There should be at least 30-40 opportunities for this communication each day.
- Focus on only one picture at a time.
- Two trainers will be needed to demonstrate and teach initiation of communication
Phase 2: Adding Distance and Persistence
- The student should go to his or her book and pull off the picture of the desired item. Then, he or she should go to the partner and hand them the picture.
- It's important to note this stage might take longer.
- Again, no verbal prompting should be used.
- You should use a few different communication partners.
- The student should be required to travel to the book and then the communication partner.
- Spontaneous requesting should occur throughout the day.
- A communication book should be used during this phase
Phase 3: Picture Discrimination
- The student first needs to go to a communication book and select the picture of the desired item from a few different pictures. Then, he or she should go to the communication partner and give them the picture.
- A variety of trainers/communication partners should be used.
- You should create opportunities for them to communicate throughout the day.
- Move the pictures around in the book each time until discrimination is mastered. Have a mix of highly preferred pictures and non-preferred pictures.
- Provide vocal feedback on whether they touch the right picture or not.
Phase 4: Sentence Structure
- The student should go to the book, pick up a picture of "I want," putt it on a sentence strip, pick up a picture of what is wanted, putt it on the sentence strip, remove the strip from the communication board, and then go to give the strip to the communication partner.
Phase 5: Responding to, "What do you want?"
- The student should be able to requests a variety of items when responding to, "What do you want?"
- Verbally and tangibly reinforce each correct response.
- Use "delayed prompting."
- Create opportunities to both spontaneously respond to the question and to request what he or she wants.
- Create multiple communicative opportunities throughout the day.
Phase 6: Commenting
- The student should be able to answer, "What do you want?" "What do you see?" "What do you have?" "What do you hear?" and "What is it?"
- He or she should also be able to spontaneously request and demand things.
- Use discrimination training for discrimination of different sentence-starter icons.
- There should be at least 30 opportunities a day for the student to communicate during activities.
(Wheby class notes)