Ideally Casey’s parents and the support worker should go through the training so that they not only understand what PECS is and the benefits, but how it should be correctly implemented. However the parents have indicated a lack of time so this probably isn’t possible. (please see 2c above) In this situation since the enhanced worker is spending most of the day with Casey, then she would be the ideal choice to take the training and then teach Casey. As well since other workers are present at the day care centre, they after learning how to do the prompting role from the then trained enhanced worker (or take training), could assist. Ideally both the instructor (enhanced worker) and the prompter should take the instruction (other day care
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Training would allow the individual to learn the theoretical background, gain valuable skills, and learn practical tips and motivational strategies, and how to implement PECS. They can see how it actually works through possible live demonstrations, video examples and most importantly they should have the opportunity for practice. Hands on training teaches how to progress through this structured approach. It helps avoid misunderstandings which can prevent progress now and in the future. It enable problem-solving and allows individuals to get answers for their questions as well as learn how to create communication opportunities, and generalization.
3b) Required Materials for PECS:
Pictures: (Picture Communication Symbols (PCS))
• Representation type and size is dependent on individual needs, you may need to experiment to see what works best. Should clearly identify item and not be too visually distracting.
• PEC developers suggest to start with black and white images in a larger size ( later systems use 1 x 1 inch)
• Photographs, colored or black and white can be downloaded from the internet or taken by the instructor.
• Purchased graphics or those created with computer software
• Popular food item logos or labels
• Multiple copies are a good idea because if icon is lost …show more content…
(Hughes, 2016)
General PECS Information:
• There are Six Phases but we will only deal with the first. (See below)
• PECS starts as per Skinner 's Analysis of Verbal Behavior with the learner being taught how to mand or ask for preferred items making their communication personally rewarding as well as the functionality of communication. (I want, I ask, I get)
• Simple Skills: Locate picture, locate outreached palm, and release picture into palm.
Objective of Phase One is for the learner to look at, reach for, pick up, and hand the picture/symbol to their communication partner. These are the skills needed to effectively communicate using PECS. (Frost & Bondy, 2002) The learner without prompts learn to seek out others, to initiate spontaneous communication, right from the start.
Preparation:
1. Before Phases One is implemented a reinforcement sampling which is list of items or activities that the learner is particularly interested in and they would find worth working for is done. Anything the learner has had frequently will have lost its motivational
Training would allow the individual to learn the theoretical background, gain valuable skills, and learn practical tips and motivational strategies, and how to implement PECS. They can see how it actually works through possible live demonstrations, video examples and most importantly they should have the opportunity for practice. Hands on training teaches how to progress through this structured approach. It helps avoid misunderstandings which can prevent progress now and in the future. It enable problem-solving and allows individuals to get answers for their questions as well as learn how to create communication opportunities, and generalization.
3b) Required Materials for PECS:
Pictures: (Picture Communication Symbols (PCS))
• Representation type and size is dependent on individual needs, you may need to experiment to see what works best. Should clearly identify item and not be too visually distracting.
• PEC developers suggest to start with black and white images in a larger size ( later systems use 1 x 1 inch)
• Photographs, colored or black and white can be downloaded from the internet or taken by the instructor.
• Purchased graphics or those created with computer software
• Popular food item logos or labels
• Multiple copies are a good idea because if icon is lost …show more content…
(Hughes, 2016)
General PECS Information:
• There are Six Phases but we will only deal with the first. (See below)
• PECS starts as per Skinner 's Analysis of Verbal Behavior with the learner being taught how to mand or ask for preferred items making their communication personally rewarding as well as the functionality of communication. (I want, I ask, I get)
• Simple Skills: Locate picture, locate outreached palm, and release picture into palm.
Objective of Phase One is for the learner to look at, reach for, pick up, and hand the picture/symbol to their communication partner. These are the skills needed to effectively communicate using PECS. (Frost & Bondy, 2002) The learner without prompts learn to seek out others, to initiate spontaneous communication, right from the start.
Preparation:
1. Before Phases One is implemented a reinforcement sampling which is list of items or activities that the learner is particularly interested in and they would find worth working for is done. Anything the learner has had frequently will have lost its motivational