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Picture Exchange Communication System (PECS)

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Picture Exchange Communication System (PECS)

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Tech level-Low

Resource-https://nationalautismresources.com/the-picture-exchange-communication-system-pecs/?srsltid=AfmBOor53MjIWz8AOl-a3HeQPtRIj0UIVoBOi0k2BTLe2n3k5ARemyvm

Explanation-PECS is a visual-based system that students use picture cards to communicate their needs, wants, or thoughts. It supports nonverbal students with communication deficits. A nonverbal student can select the bathroom picture when they need to be excused.

Implementation-Train the student to exchange a picture card for a desired item. Gradually introduce more cards. Transition to sentence strips as they progress.

Evaluation-Track the frequency of successful exchanges and the ability to use the system across different environments.

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Picture Exchange Communication System (PECS)

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Tech level-High

Resource-https://www.assistiveware.com/products/proloquo2go

Explanation-AAC with touchscreens, customizable interfaces, and voice output. They offer eye-tracking for students that have limitations. This is a great way for students to participate in group discussions by selecting pre-programmed responses.

Implementation-Configure the device to the students needs. Provide hands on training. Update material to accommodate the students growth.

Evaluation-Monitor their use by documenting their increased participation and ability to express themselves effectively.

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Shop our state of the art assistive technology devices for AAC (augmentative and alternative communication).

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Tech level-Low/High

Resource-https://www.ablenetinc.com/bigmack/

Explanation-The BigMack is a single-message device that allows students to press a large button to play a pre-recorded message. This device is great for students with more severe motor or cognitive challenges. A student that has limited mobility can use this to greet their peers.

Implementation-Record a message that is relevant to the students needs. Place the button where it is accessible to the student. Teach the student to use the device as needed.

Evaluation-Track the frequency of use and note improvements in their ability to communicate.

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Tech level-Low

Resource-https://therapyworks.com/blog/autism/visual-schedules/

Explanation-Visual schedules use pictures, symbols, or text to represent daily routines, helping students with transitions or activities. Reduces anxiety and increases comprehension. A student has trouble with moving from one activity to another.

Implementation-Identify activities or routines that need to be modified. Create visuals that represent the activity. Arrange the visuals in sequence and reinforce the student's use by providing encouragement.

Evaluation-Monitor the use and track their transition times or anxiety levels.

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Amy Yacoub, MS, CCC-SLP

Amy is a licensed Speech-Language Pathologist and a consultant within the field. She has been practicing for over 10 years. She has a Bachelor's degree in Child Development and a Master's degree in Speech Pathology from Columbia University.

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Why & How to Use Visual Schedules | TherapyWorks

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We explain why and how we use visual schedules for our clients with autism.

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Tech level-Low

Resource-https://autismclassroomresources.com/visual-schedule-series-first-then/

Explanation-Boards that help students understand sequences by showing "first" task (non-preferred) and then a "then" task (preferred). It builds motivation and comprehension. This good for students that resist completing a worksheet or an activity.

Implementation-Create a board with 'First" and "then" sections. Add visuals or text that describe the tasks. Use the boards during difficult times. Gradually introduce harder sequences.

Evaluation-Track the completion of non-preferred tasks and observe their willingness to move to preferred activities.

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Tech level-High(video modeling) Low( live modeling)

Resource-https://raisingchildren.net.au/autism/therapies-guide/video-modelling

Explanation-Modeling shows the appropriate communication behaviors and video modeling uses pre-recorded video of desired behaviors. This is perfect for students that struggle with greeting others. It teaches social and communication skills.

Implementation-Record or act out the desired behavior. Show the video or model to the student. Provide opportunities for the student to practice the behavior. Reinforce and refine as needed.

Evaluation-Observe the improvements ability to use it in different settings.

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What is video-modelling?

Video-modelling is a way to help autistic children learn new skills or behaviour. The video shows someone doing a skill or behaviour. The child watching the video copies the skill or behaviour.

There are 4 types of video-modelling:

Basic video-modelling: this uses other adults, peers or animation as models.

Video self-modelling: this uses the autistic child as the model.

Point of view video-modelling: this shows what completing the task would look like from the child's point of view. For example, the video shows a pair of hands doing a task.

Video-prompting: this breaks up a task like brushing teeth into steps that the child watches as they complete the task.

Who is video-modelling for?

Video-modelling can be used for autistic children and teenagers.

What is video-modelling used for?

Video-modelling is used to help autistic children learn new skills like social, communication, play and daily living skills. It's also used to help children change their behaviour. For example, it can be used to change behaviour like aggression.

Where does video-modelling come from?

Video-modelling was first used for an autistic child in 1982 by researchers Monika Steinborn and Terry J. Knapp. They used videos of local streets to teach the child pedestrian skills.

Since then, various professionals have used video-modelling to teach a range of skills and behaviour to autistic people.

What is the idea behind video-modelling for autistic children?

Video-modelling is based on Albert Bandura's social learning theory (1977). According to this theory, people learn from each other by watching and copying.

For autistic children, video-modelling seems to be more motivating and less threatening than face-to-face modelling. It also lets autistic children focus on one aspect of a skill or behaviour at a time. They can watch the video as many times as needed to learn the skill.

What does video-modelling involve?

You can make videos yourself, professionals working with your child can make the videos, or you can get ready-made videos. Older children and teenagers can be involved in making the videos too.

Each video models one or more behaviours or skills - for example, turn-taking, saying hello or brushing teeth. The child watches the video then copies the behaviour. The aim is for the child to build up to doing the skill or behaviour in other settings without needing to watch the video first.

Your child could use video-modelling at school or home or in therapy sessions with professionals like speech pathologists, occupational therapists or psychologists.

Does video-modelling help autistic children?

Quality research shows that video-modelling is an effective way to teach many skills to autistic children. These skills include communication, social, behaviour, daily living and play skills.

Who practises video-modelling?

Anyone can do video-modelling with autistic children.

You can make the videos to use with your child. Also, psychologists, speech pathologists, occupational therapists, play therapists and teachers can all make and use video-modelling with your child.

Where can you find a practitioner?

You can talk about video-modelling with your GP or one of the other professionals working with your child. You could also talk about this approach with your NDIA planner, early childhood partner or local area coordinator, if you have one.

Parent education, training, support and involvement

The time you spend on video-modelling depends on how your child uses this therapy.

If you're doing video-modelling at home, you could do it for several hours a day over many years. Your time and involvement will be much less if your child is doing a short therapy program using video-modelling at a clinic or if they're using video-modelling at school.

Cost considerations

The cost of video-modelling depends on how you and your child use it.

If you make videos at home using yourself, your child or other family members as models, all you need is a phone or tablet that can take video.

If a professional like a speech pathologist, occupational therapist or behavioural psychologist makes videos for you, you'll need to pay for this service.

You can contact the NDIS to find out whether you can include the cost of using video-modelling in children's NDIS plans.

Therapies and supports for autistic children range from behaviour therapies and developmental approaches to medicines and alternative therapies. When you understand the main types of therapies and supports for autistic children, it'll be easier to work out the approach that will best suit your child.

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Video-modelling is an effective way to teach skills or behaviour to autistic children. The video shows someone doing the skills, and the child copies.

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Tech level-Low

Resource-https://www.readandspell.com/us/augmentative-alternative-communication#:~:text=Sign%20language%2C%20pen%20and%20paper,%2C%20letters%2C%20words%20or%20symbols.

Explanation-Augmentative gestures include pointing, nodding, or using sign language to express their needs or feelings. A nonverbal may need help opening their cookies.

Implementation-Identify main gestures that match the student's needs. Model and practice the gestures with the student. Reinforce correct use of the gestures. Increase gestures when needed.

Evaluation-Monitor the frequency of use and reduced frustration.

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Augmentative and alternative communication (AAC) helps children and adults with autism and speech and language disorders communicate more effectively.

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Tech level-Low

Resource-https://www.nichd.nih.gov/health/topics/autism/conditioninfo/treatments/joint-attention

Explanation-This strategy focuses on teaching students to share attention with others by pointing, following gazes, or engaging with shared objects. If a student does not respond to the teacher when they point to an item, they can learn to follow the teacher's gaze and look at the item.

Implementation-Find ways to practice joint attention like pointing to objects of interest. Model joint attention behaviors and guide them to respond. Reward the student for engagement. Gradually increase the complexity.

Evaluation-Observe the students engagement with the activities and their ability to respond to shared attention.

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Research shows that many people with autism have difficulty with joint attention, which is the ability to share focus on an object or area with another person. Examples of joint attention skills include following someone else's gaze or pointed finger to look at something.

Joint attention is important to communication and language learning. Joint attention therapy focuses on improving specific skills related to shared attention,1 such as:

Pointing

Showing

Coordinating looks between a person and an object

Improvements from such treatments can last for years.

Citations

Kasari, C., Gulsrud, A. C., Wong, C., Kwon, S., & Locke, J. (2010). Randomized controlled caregiver mediated joint attention intervention for toddlers with autism. Journal of Autism and Developmental Disorders, 40(9), 1045-1056.

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Research shows that many people with autism have difficulty with joint attention, which is the ability to share focus on an object or area with another person. Examples of joint attention skills include following someone else's gaze or pointed finger to look at something. Joint attention is important to communication and language learning.

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Tech level-High

Resource-https://www.prentrom.com/caregivers/speech-generating-devices-sgds

Explanation-These are electronic devices that vocalize words or phrases when a student selects symbols or types. They provide a voice for the students that are nonverbal. Students can participate in class by selecting programmed responses or typing messages.

Implementation-Customize the device with vocabulary that is on the students level. Teach the student how to navigate the device. Provide regular opportunities for practice in different settings.

Evaluation-Observe improvements in the students ability to initiate and respond to activities.

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What is a Speech-generating Device?

Speech-generating devices (SGDs) are defined by the Centers for Medicare and Medicaid Services as, "durable medical equipment that provides an individual who has a severe speech impairment with the ability to meet his or her functional speaking needs."

What they are, however, is life-changing.

AAC devices not only have robust language systems to allow for effective and efficient communication, but they also provide alternative ways to select letters, words and messages.

For example, an individual can make a selection on an SGD by:

Using their eyes

The tilt of the head to activate a switch

Using a finger with the help of a keyguard, to isolate the keys

A major advantage of SGDs is that the device allows the individual to say and play with words, which helps the process of acquiring new words and language. In addition, pairing the communicated word with voice output may help the child with the auditory processing of spoken language.

Why Use a Speech-generating Device?

Using an SGD is different than using a communication app on a mobile device such as an iPad, as AAC devices are especially designed for the varying and specific needs of individuals with complex communication profiles. In some cases, an AAC device may be recommended even if a child has had some success using an app on a mobile device to communicate.

SGDs features:

A more robust language system

More flexible software

More durable construction

A larger screen size

Alternative access options

Meet Noah Trembly, long-time PRC user, Ambassador and advocate for others.

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AAC Devices & Everyday Family Life: 4 Keys to Success

Helping your child become used to and familiar with the device is critical to their overall success with the device. Following are a few "keys to success" to keep in mind as you and your child begin working with your SGD:

Keep it Handy: Children will spontaneously use their AAC devices if it's charged, turned on and accessible. DO NOT allow your child's device to be left in a backpack or put away in a closet. Make sure the device is always available, whether mounted on a wheelchair or nearby on the kitchen table or a night stand.

Keep it Fun: Encourage device use during activities that are meaningful and enjoyable. However, don't push too hard or too fast; you don't want your child to see the device as something that makes life harder.

Keep it Interesting: Follow your child's interests and passions. This will help to expand his or her vocabulary most easily.

Keep it Up: Becoming proficient with AAC requires regular device use and practice. Encourage your child to use the device and give them the support and professional help they need to achieve success.

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Language acquisition is the ultimate goal of AAC, and speech generating devices (SGDs) provide children with that opportunity.

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Tech level-High

Resource-https://www.assistiveware.com/products/proloquo2go

Explanation-This app can turn tablets and smartphones into AAC devices. It lets students select symbols that are spoken aloud. They can use their IPAD to clarify answers during a class activity.

Implementation-Set up the app with the students vocabulary level. Teach the student how navigate in the app and practice common phrases. Adjust the settings as needed.

Evaluation-Monitor the students ability to use the app in different settings. Gather feedback with increased confidence and interactions.