Artefacts for Communication
![Picture](/uploads/2/4/1/1/24115086/3873270.jpg)
Kobi's Picture Exchange Cards
![Picture](/uploads/2/4/1/1/24115086/1209106.jpg)
Kobi will exchange a card for a tangible item
The PECS training will begin with teaching Kobi to use symbols to request sought after objects or activities (Bondy & Frost, 2001). He will be prompted to locate the image of the item and give that picture to the educator so as to obtain it (Bondy & Frost, 2001). This initial step is essential as it creates the association linking the abstract symbol and the tangible object (Bondy & Frost, 2001). Additionally, commencing training with requesting desired items will be reinforcing for Kobi, making it more likely he will continue to engage in this communication strategy (Bondy & Frost, 2001).
As outlined by Bondy and Frost (2001), when Kobi attempts to lead the educator to the item he desires, they will prompt him to pick up the corresponding picture and place it in their hand. The educator will respond by immediately giving the requested item to Kobi whilst naming the object, e.g. “Ball”. Initially, there will only be one item and picture available as he learns to navigate the communication strategy. Once he has learnt how to make requests using this system, additional symbols will be presented and he will be taught how to distinguish between the reinforcement items.
Over several trials, the educator will gradually fade out assistance, teaching Kobi to independently exchange the pictures to retrieve the desired items. Whilst carrying out this process, the educator should ensure they do not prompt Kobi by holding out their hand before he has selected the picture. Once he is consistently selecting the picture and moving toward the educator’s open hand, they will fades the open-hand cue by waiting increasingly longer to present their hand once Kobi is indicating the selected request with the picture (Bondy & Frost, 2001).
Phase two of this strategy will teach Kobi that if he wants to makes a request, the symbol cards will need to be retrieved from a specific location first, encouraging Kobi to be a spontaneous communicator. An additional goal is for Kobi to eventually seek out communication partners when they are not nearby (Bondy & Frost, 2001).
As outlined by Bondy and Frost (2001), when Kobi attempts to lead the educator to the item he desires, they will prompt him to pick up the corresponding picture and place it in their hand. The educator will respond by immediately giving the requested item to Kobi whilst naming the object, e.g. “Ball”. Initially, there will only be one item and picture available as he learns to navigate the communication strategy. Once he has learnt how to make requests using this system, additional symbols will be presented and he will be taught how to distinguish between the reinforcement items.
Over several trials, the educator will gradually fade out assistance, teaching Kobi to independently exchange the pictures to retrieve the desired items. Whilst carrying out this process, the educator should ensure they do not prompt Kobi by holding out their hand before he has selected the picture. Once he is consistently selecting the picture and moving toward the educator’s open hand, they will fades the open-hand cue by waiting increasingly longer to present their hand once Kobi is indicating the selected request with the picture (Bondy & Frost, 2001).
Phase two of this strategy will teach Kobi that if he wants to makes a request, the symbol cards will need to be retrieved from a specific location first, encouraging Kobi to be a spontaneous communicator. An additional goal is for Kobi to eventually seek out communication partners when they are not nearby (Bondy & Frost, 2001).