How to Choose Vocabulary for a PECS Student
Picture Exchange Communication System students are often diagnosed with Autism Spectrum Disorder or other learning disabilities where learning words traditionally through memorization is not the best method. PECS also works well for preschool children developing their vocabulary and language skills and post-stroke patients trying to regain communication functions. Since all participants involved with a PECS program have individual needs, the vocabulary must be chosen on a one-on-one basis. In PECS education, the vocabulary is built over several stages and phases.
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Things You'll Need
- pictures of common items the student recognizes
- 3-ring binder
- hook and loop tape
- page protectors
Instructions
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On the outside of your binder, attach one side of the hook and loop tape in a few rows. Place the page protectors inside and place a few rows of tape on each protector. Make sure you use the same side (for example the fuzzy side) on the binder and page protectors.
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Gather small photos (2x2 inches) of commonly recognized items for the student, such as food items or toys the student wants and will gesture to. On the back of the photos, place the prickly hook and loop tape. Place these photos inside the binder on the page protectors.
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PECS vocabularies often start small, with a few pictures at a time. In the first phase two adult trainers work with the student to assist them in selecting the picture of the item placed in front of them, and articulating their desire. As the student learns to gesture and speak, articulating their want, you can gradually expand the pictures in the vocabulary binder.
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In the second phase of PECS, the student begins requesting items from the photos, not just selecting from the few initial options. Interaction with the trainers encourages expanding vocabulary through different reinforcement objects, one at a time. Choose items that would be recognized in the student's home or classroom environment to add as vocabulary photos.
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Students expand their vocabulary the most in phase three, choosing from multiple images to articulate their want or need, starting with two or three photos to choose from. As the student recognizes more objects in the photos, you can expand continuously, including photos of objects the student would encounter outside of home or classroom environments.
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The fourth of six phases expands vocabulary further by combining photo choices into sentence strings. An example would be the student combining the photo symbol for "I want" with a photo of a cup, toy or hairbrush.
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Phases five and six are simultaneous, adding modifiers to phase four sentences. For example, the student can choose to put together the "I want" photo with photos symbolizing numbers and items, like "three" and "apples."
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