PECS to SGD: Guidelin es and Re ecommend dations fo or a ...

CopyrightPECS® andInc. (www

PECS®

Position

Pyramid

includin

function

to begin

picture‐b

of the P

approac

sentence

Introduc

The P

augmen

interven

develop

service

term us

learners

interven

practice

transitio

indepen

When co

definitio

then me

(e.g., sh

commun

indepen

tech dev

that PE

commun

research

social de

equally

young c

and evid

training,

skills ha

, 2014, Pyramidd the Picture Exw.pecs.com) All

® to SGD:

n Statement:

d Educationa

g touch scr

nal communi

n interventio

based comm

PECS protoc

ch, picture d

es.

ction

Picture Ex

tative/altern

ntion for le

ing spoken

providers of

se after lear

s who do n

ntion efforts.

s associated

on from PEC

ndent use of

onsidering a

on of comm

ediates acce

hared attent

nication nee

ndently in ord

vices may be

ECS training

nication in m

h also furthe

evelopment

as effective

hildren with

dence‐based

, and to tran

ve been est

d Educational Cxchange Comml rights reserve

Guidelin

:

al Consultan

een tablets

ication and

on with PEC

munication s

col. This seq

discriminatio

xchange C

native comm

arners with

communicat

ften plan to

rners succes

not develop

. In the curr

d with this tr

CS through to

the SGD.

dopting or t

unication. C

ess to a rein

tion). Of p

eds, comm

der to be eff

e possible, ex

g results in

most children

er suggests t

in some chil

for facilitat

autism who

d practice fo

nsfer to an S

tablished via

Consultants‐ Mamunication Systd.

es and Re

nts’ position

with apps

social intera

CS, and to t

skills have be

quence assu

on, commun

Communicati

munication

h autism or

tion. Speec

transition fr

ssfully progr

p speech fo

rent docume

ansition, fro

o interventio

ransitioning

Communicati

forcer, whic

particular re

unications n

fective in rea

xtensive exp

n swift incr

n with autis

that PECS tr

dren with au

ing speech c

o display ver

or children

SGD only afte

the PECS p

ay be reproductem® are regist

ecommend

n regarding

is that best

action for in

transfer to a

een establis

ures that th

nicative pers

ion System

system tha

r other com

ch language

rom PECS to

ress through

ollowing ext

ent, we pres

om assessme

on planning

a communic

ion involves

ch may be ta

elevance to

need to be

al world con

perimental re

reases in s

m and relate

aining produ

utism. In par

compared to

y few spoke

with autism

er spontaneo

protocol. Th

ed. tered trademar

dations fo

providing sp

t and eviden

dividuals wi

an SGD only

shed and the

he learner h

sistence, an

m® (PECS

at is often

mplex comm

pathologist

o a speech‐g

h the PECS

tended use

sent and des

ent of the lea

and assessm

cation system

s behavior d

angible (e.g.

individuals

e initiated

texts. While

esearch has

spontaneous

ed developm

uces notable

rticular, rece

o more direc

n words. Th

m who are n

ous function

e guidelines

rks of Pyramid

or a Succe

peech gener

nce‐based p

ith ASD who

y after spon

e learner has

as acquired

nd the build

S®) is a

chosen as

munication n

s and other

enerating de

protocol, p

of PECS a

scribe recom

arner and th

ment of the

m, it is impo

directed to a

., an object

with autism

spontaneou

e teaching th

already prod

and funct

mental disab

e positive ef

ent research

ctly speech‐b

erefore, our

not speaking

nal picture‐ba

s below are

Educational Co

essful Tran

rating devic

practice for

o are not spe

taneous, fun

s mastered P

d independen

ding of mult

an evidenc

s a commu

needs who

r clinical/edu

evice (SGD)

articularly f

and comple

mmendations

e device prio

e learner’s su

rtant to con

another pers

or activity)

m or other

usly and co

hese skills us

duced solid e

tional pictu

bilities. Expe

ffects on spe

suggests tha

based appro

r position is t

g is to initia

ased commu

designed to

1

onsultants,

nsition

es (SGD)

teaching

eaking is

nctional,

Phase IV

nt social

ti‐picture

ce‐based

unication

are not

ucational

for long‐

or those

ementary

s for best

or to the

uccessful

sider the

son who

or social

complex

ompleted

sing high‐

evidence

re‐based

erimental

eech and

at PECS is

oaches in

that best

ate PECS

unication

o support


effective

needs.

Pyramid

device o

skills an

commun

Best P

Assess

As a gen

they hav

Phase IV

transitio

spontan

consider

Recomm

sample

currentl

(d) freq

spontan

steps ne

the learn

Rationa

plan the

commun

repertoi

this lang

current

the rela

importa

with aut

this asse


e transition

d Educationa

or app for ta

nd to choose

nication skill

ractice Re

sing the Le

neral guidelin

ve mastered

V ensures m

oning to an S

neous and ind

ring a transit

•Persistence

•Discriminat

•Navigating

•Pointing w

mendation 1

via observat

y used, (b) a

uency of P

neous versus

eeded to com

ner’s PECS b

le: In any co

e transition

nication cap

ire of functio

guage samp

real‐world f

ative rates o

nt, because

tism and rel

essment, or r


from PECS

al Consultant

ablets. Rath

e an SGD o

s and allow f

ecommen

earner Bef

ne, we recom

Phases I thr

mastery of th

SGD. Specifi

dependent u

tion to an SG

e in identifyi

tion betwee

from page t

ith index fing

1: PECS Com

tions conduc

average num

ECS or othe

s prompted

mplete a PE

ook, even th

ommunicatio

in a mann

abilities. Th

onal and spo

le ensures t

unctional co

of spontane

spontaneou

ated commu

re‐conduct it


to SGD in l

ts does not

her, our reco

or tablet app

for continue

dations a

efore the T

mmend that

rough IV of t

he following

ically, we re

use of the fo

GD.

ng and appro

n 20 pictures

to page while

ger to individ

mmunication

cted across

ber of pictur

er no‐tech c

uses of PEC

ECS‐based co

hose that are

on transition

ner that en

his goal is p

ontaneous co

hat the team

ommunicatio

eous versus

s initiation o

unication dis

t, once the le


earners wit

endorse or

ommendatio

p that will

d language g

nd Guide

Transition

individuals n

the standard

PECS‐based

commend th

llowing skills

oaching com

s in a picture

e building a S

dual pictures

n/Language S

several days

res used per

communicat

CS communic

ommunicatio

e used only o

n, the respo

nsures that

articularly t

ommunicatio

m has a full

on skills. Spe

prompted

of communic

sorders. The

earner has tr

ed. tered trademar

h autism or

recommend

on is to asse

best accomm

growth.

lines

not be transit

d PECS traini

d skills, whic

hat the learn

s with his or

mmunication

e array

Sentence Str

s during Sent

Sample. Col

s that includ

r sentence, (c

ions produc

cations, and

on exchange

occasionally.

onsible team

the individu

rue for indiv

on skills. The

and represe

ecific collecti

PECS‐based

cations is a k

e team can

ransitioned t

rks of Pyramid

r other com

d any specifi

ess the indiv

modate the

tioned from

ng protocol.

ch we consid

ner has an e

her PECS bo

partners acr

rip™

tence Strip e

lect a comm

des (a) total

c) longest pi

ced across t

d (f) average

. Consider

m has an eth

ual does no

viduals who

e collection

entative sam

ion and cons

communica

key area of w

also refer b

to the SGD.

Educational Co

plex commu

ic speech ge

vidual’s curre

individual’s

PECS to an S

. Completion

der pre‐requ

established h

ook prior to t

ross environm

exchange

munication/l

number of

cture senten

the day, (e)

e time or nu

all of the pi

ical respons

ot lose any

have only a

and conside

mple of the

sideration of

ations is pa

weakness for

ack to the r

2

onsultants,

unication

enerating

ent PECS

s current

SGD until

n of PECS

uisites to

history of

the team

ments

language

pictures

nce used,

) rate of

umber of

ctures in

sibility to

y current

a limited

ration of

learner’s

f data on

rticularly

r learners

results of


Recomm

showing

Rationa

system.

and/or m

Recomm

related

Partner

individu

Commu

Rationa

by the c

Partner.

all comm

careful p

an SGD.

across a

and suc

address

environm

Recomm

the lear

PECS bo

point to

Rationa

order to

proficien

importa

as point

Match

In any c

transitio

capabilit

spontan

difficulti

approac

commun


mendation 2

g clear maste

le: Picture d

Research h

misuse of the

mendation 3

to the learn

and bringin

als. Alterna

nicative Part

le: Commun

communicato

. Identifying

munication

planning and

. This includ

a variety of e

ccessfully co

learner ‘re

ments).

mendation 4

rner’s capaci

ook to create

/touch the in

le: Success

o create a p

nt in touch

nt for the le

ing to individ

h PECS® Fe

communicat

on in a man

ties. This is

neous comm

ies with pr

ch, it is cri

nication or re


2: Picture D

ery of at leas

discriminatio

has found tha

e SGD by the

3: Persistenc

ner’s capaci

ng the SGD t

tively, it may

tners and bri

nication is fu

or to effectiv

g and exchan

skills that is

d considerat

des ensuring

environment

ompleting co

epair strate

4: Mastery of

ity to transf

e a picture‐

ndividual pic

ful use of a

picture‐base

ing individu

arner to hav

dual pictures

eatures to

tion transitio

ner that ens

particularly

munication s

ragmatic as

itically impo

educe comm


Discriminatio

t 20 symbols

on is require

at insufficien

e learner (e.g

ce in Social

ty to transf

to that indiv

y be approp

ing the Comm

unctional wh

vely provide

nging with a

s typically s

ion is requir

g that the le

ts, contexts,

ommunicatio

egies’ for w

f Navigation

fer the mult

based sente

ctures on tha

n SGD requ

d sentence.

ual pictures,

ve mastered

s on the Sent

o SGD Fea

on, the resp

sures that th

true for ind

skills. Give

pects of co

ortant that

munication o


on Skills. As

s on each of

d for the us

nt picture di

g., using SGD

‐Communica

fer the skill

vidual, acros

riate for som

municative P

hen it is spo

a message t

Communicat

everely limi

red for this a

earner is init

and individ

on. Additio

when the S

for Sentenc

iple‐step pro

ence on a Se

at Sentence S

uires mastery

In order t

alongside

the creation

tence Strip, b

atures to C

ponsible team

he individua

ividuals who

n that indiv

ommunicatio

portability

pportunities

ed. tered trademar

ssessment o

at least thre

se of an SGD

scrimination

D as a toy; Ca

ative Approa

of independ

ss a variety

me learners o

Partners to th

ntaneously a

to mediate t

tive Partner

ted in indiv

aspect of com

tiating social

uals, reflect

nally, the te

SGD's voice

ce Strip. Ass

ocedural ski

entence Strip

Strip without

y of a multi

to complete

other navig

n of picture‐b

both of whic

Choose Ap

m has an e

l does not l

o have only a

viduals with

on, and pa

issues do

for the learn

rks of Pyramid

of picture d

ee pages with

D as a functi

n skills can le

alculator & Jo

ach. Assess

dently findin

of environm

or devices fo

he SGD.

and indepen

he behavior

is a critical f

viduals with

mmunication

‐communica

ing solid per

eam should

is not he

essment and

ll of indepe

p, and to us

t prompting.

iple‐step nav

e this task, t

gational skil

based senten

ch are PECS P

ppropriate

thical respo

ose any cur

a limited rep

h autism ex

articularly s

not interfe

ner.

Educational Co

discriminatio

hin the PECS

onal commu

ead to aband

ohnson, 2008

sment and

ng a Commu

ments, conte

or the learne

ndently imple

r of a Commu

first‐step init

autism. Th

n in the tran

ations indep

rsistence in

develop le

eard (e.g.,

d planning re

ndently nav

se an index

.

vigational pr

the learner

ls. Therefo

nces via PECS

Phase IV skill

e Device

onsibility to

rrent commu

pertoire of fu

xperience si

social‐commu

ere with co

3

onsultants,

on skills,

book.

unication

donment

8).

planning

unicative

exts, and

er to find

emented

unicative

tiation to

herefore,

nsition to

endently

initiating

ssons to

in noisy

elated to

igating a

finger to

rocess in

must be

ore, it is

S, as well

s.

plan the

unication

unctional

ignificant

unicative

ontinued


Directly

determi

to both

his or he

Recomm

allows fo

of sente

learner

Commu

symbol.

accomm

from th

specific

with the

used pic

the new

Rationa

indepen

events,

multiple

phrases,

with a s

that com

Recomm

(comput

consider

the lear

adjustab

the learn

Rationa

options

adjustab

involve

in that it

accepta

commun

Recomm

with a s

learner


compare th

ning whethe

rapidly tran

er functional

mendation 5

or replicatio

ences, and w

to access all

nicative Part

If the lea

modate this.

e internet o

symbol set c

e SGD. If not

ctures in the

w vocabulary

le: Introduc

ndently acce

or activities

e pictures on

, sentences)

ingle button

mmunicate n

mendation 6

ter generate

red, and an a

ner will be u

ble and adeq

ner will be sp

le: There is

on commu

ble and adeq

different lev

t provides a

ble by peers

nication skill

mendation 7

stationary di

presses a vo


he features o

er and how t

sfer existing

communica

5: Number a

on of all voca

ill accommo

l vocabulary

tner to chan

arner is usin

Many tablet

or from a pe

currently in u

t, then assess

e PECS book

with Corresp

tion of an S

ss his or he

s. The PECS

n a Sentence

.Transitionin

n press takes

novel ideas.

6: Voice Outp

ed) speech.

age‐appropr

using the SG

quate volum

pelling word

very limite

unication an

quate volume

vels of backg

more simila

s. As yet, no

s or to prom

7: Message W

isplay of the

ocabulary bu


of the SGD w

the SGD has

g communica

ation and lan

nd Type of S

abulary curre

date continu

associated

nge overlays

ng a combin

t apps and S

ersonal pictu

use in the PE

s the learner

with symbo

pondence Ch

SGD must g

er entire PE

S learner firs

Strip in ord

ng to an SGD

s away the c

put. The SGD

The age‐a

iate and sam

D in multiple

me for variou

s, then a dev

d research

nd speech d

e is importan

ground noise

r proxy voice

o voice outp

mote more vo

Window. M

e symbols se

utton, either


with the curr

the capacity

ation skills fo

guage skills.

Symbols. Se

ently in the

ued language

with the dev

s or screens.

nation of lin

SGDs have th

ure library s

ECS book to d

r’s use of the

ls from the s

hecks (see Fr

uarantee th

CS vocabula

st learns to

er to comm

D with phras

apacity for t

D voice can

ppropriatene

me‐sex voice

e environme

us environme

vice with tex

on the effe

development

nt for comm

e. An age‐ap

e to the learn

put condition

ocalization.

any SGDs ha

elected durin

r that pictur

ed. tered trademar

rent PECS sk

y for both pro

or use with t

elect a softw

learner’s PE

e growth. Th

vice indepen

PECS books

ne drawings

he capability

stored on th

determine if

e different sy

set used in t

rost & Bondy

hat the learn

ary to comm

use individu

unicate incre

ses that are

the learner t

be either dig

ess and sex

should be u

ents, conside

ents. If the

xt to speech c

cts of differ

t (Schlosser

unicating ac

ppropriate an

ner’s own vo

n has been d

ave message

ng the gene

re, the print

rks of Pyramid

kills of the in

oviding the l

the SGD and

ware program

CS book, allo

he device mu

ndently, rath

s can accom

s and photo

y of importin

he device. C

f that symbo

ymbol set by

the potentia

y, 2002).

ner does no

municate abo

ual pictures,

easingly com

preprogram

to combine p

gitized (reco

x of the vo

sed if that is

er whether o

transition te

capabilities s

rent types o

& Blischak

cross differen

nd same‐sex

oice, and ma

demonstrate

e windows t

ration of a m

ted word, or

Educational Co

ndividual, sp

earner with

d continue to

m or applicat

ows for cons

ust also allow

her than rely

mmodate any

os, the devi

ng a picture

Consider the

l set will be

y replacing fr

l SGD. Asse

ot lose the a

out particula

, but then c

mplex messag

mmed to be

pictures in se

rded) or syn

oice should

an option.

or not the de

eam anticipa

should be ch

of SGD voice

k, 2001). H

nt environme

x voice is also

y be viewed

ed to improv

hat provide

message. W

r both appea

4

onsultants,

pecifically

a means

o expand

tion that

struction

w for the

ying on a

y type of

ice must

or photo

e type of

available

equently

ss use of

ability to

ar items,

combines

ges (e.g.,

accessed

entences

nthesized

also be

Because

evice has

ates that

hosen.

e output

However,

ents that

o helpful

as more

ve either

the user

When the

ar in the


message

the pictu

Rationa

learned

The mes

providin

picture

provide

Recomm

specific

of choos

Rationa

page an

set up to

learner’s

skill set t

Recomm

provide

(e.g., the

for butt

and com

sounds)

Commu

hears th

Commu

Rationa

exchang

similarly

absence

inadequ

Recomm

will carr

variety

environm

handle o

way for

should e

reminde


e window. It

ure and word

le: Learners

to build a p

ssage window

ng visual cues

cue during s

this same pi

mendation 8

picture, and

sing specific

le: Upon com

d can naviga

o have this s

s PECS book

to SGD base

mendation 9

auditory fee

e picture hig

on presses.

mpare this to

. Specifically

nicative Part

he spoken fe

nicative Part

le: PECS use

ge of the Sen

y needs to co

e, also provid

uate pressure

mendation 1

y his SGD to

of Commun

ments, that

or strap. Inp

the learner t

ensure that

ers or promp


t is very imp

d, in the mes

who have m

icture senten

w option on

s during sen

sentence con

icture‐based

8: Display Co

thus array s

pictures to d

mpletion of

ate between

same organi

k and the SG

d communic

9: Auditory a

edback (e.g.

ghlights in so

The team sh

o what happ

y, the learne

tner reads th

eedback only

tner.

ers receive

ntence Strip.

onfirm a suc

des informat

e to activate

10: Commun

various acti

nicative Part

can withsta

put from an o

to carry the

the learne

pts to get or


ortant to ch

ssage windo

mastered Ph

nce by movi

the SGD is a

tence gener

nstruction m

visual suppo

onfiguration.

size, on each

display on all

Phase IV, a P

multiple pag

zational stru

D facilitates

cations.

and Visual F

, a “click,” o

me fashion o

hould determ

pens when a

er using PECS

he strip afte

y after he/sh

specific form

This immed

ccessfully act

tion for bot

the button o

ication Devi

vities and lo

tners. Choo

and being dr

occupationa

SGD once it

r independe

carry his PEC


oose an SGD

w.

ase IV of PE

ng pictures f

an equivalen

ation and re

may fail to co

ort during se

Choose a d

h single displa

l pages, whic

PECS user ha

ges of this a

ucture. This

effective us

Feedback. S

or the voice

or appears in

mine what a

PECS pictur

S hears only

r the learner

he has built a

ms of feedb

diate feedbac

tivated butto

h the learne

or multiple b

ce Portabilit

cations thro

ose an SGD

ropped, and

l or physical

has arrived.

ently moves

CS book. If th

ed. tered trademar

D that will ac

CS and are u

from PECS b

t feature, an

pair. Learne

onstruct sen

entence cons

device that a

ay page. Ma

ch can be he

as mastered

rray size. M

visual and f

se of the SGD

SGDs usually

speaking th

n the messag

ctivation fee

re is selected

VELCRO® w

r has exchan

a sentence a

back during

ck is importa

on on the SG

er and the te

button pushe

ty. The team

ughout his d

D that is rug

d that is able

therapist is

While prep

throughout

his skill has n

rks of Pyramid

ccommodate

using expand

ook pages to

nd its use sup

ers who have

tences on a

struction.

allows for ch

any SGDs als

lpful for som

a field size o

ost dynamic

functional sim

D and gener

y have a var

he word) an

ge window p

edback optio

d and excha

hen constru

nged the me

and establish

sentence c

ant for the tr

GD. The aud

eacher regar

es.

m should exp

day, and also

gged enoug

e to be con

valuable in d

aring for the

t his day an

not been exp

Educational Co

e the picture

ded vocabul

o the Senten

pports the le

e relied on th

n SGD that d

hanging the

o offer the c

me learners.

of 20‐60 pict

c display SGD

milarity betw

alization of t

riety of setti

d/or visual f

portion of the

ons the devi

anged (e.g., V

cting messag

ssage, so the

hed contact

onstruction

ransitional u

itory feedba

rding errors,

pect that the

o find and ap

h to be use

nfigured with

determining

e transition, t

nd does not

pected or tau

5

onsultants,

e, or both

ary have

nce Strip.

earner by

his visual

does not

size of a

capability

tures per

Ds can be

ween the

the PECS

ings that

feedback

e screen)

ce offers

VELCRO®

ges. The

e learner

with the

and the

ser, who

ck, or its

, such as

e learner

proach a

ed in all

h a carry

the best

the team

t require

ught, the


team sh

the skill

Rationa

location

compon

autism a

critical p

SGD Co

Most SG

organiza

scrolling

with, or

successf

Recomm

matches

so that t

icon seq

button.

message

requires

options

window

pressing

Rationa

Commu

hears th

Commu

full mes

use. Alt

selected

avoided

Recomm

determi

customi

options

mapping

vocabula

current


hould recogn

before trans

le: In Phase

s throughou

nent is critic

and other co

pragmatic as

onfigurat

GDs allow fo

ation, select

g pages or su

r otherwise

ful transition

mendation 1

s the age and

the user and

quence has

In order to

e window an

s specific au

(i.e., during

). If sente

g these categ

le: The PEC

nicative Part

he spoken f

nicative Part

ssage in the

though it ma

d word dur

because the

mendation 1

ne whether

ze the voca

of varying le

g where the

ary organiza

PECS skills.


nize this limi

sitioning to t

II of PECS,

ut his day an

cal to indepe

omplex com

pects of the

tion and C

r customizat

ion of a syn

uccessive pa

support, th

n from PECS‐

11: Voice Op

d gender of t

d listener hea

been const

o simulate P

nd then activ

uditory feed

g sentence

nce constru

gory/folder b

CS user hea

tner reads th

feedback on

tner. Config

message wi

ay be preferr

ing sentenc

ese items are

12: Vocabul

r to use th

abulary orga

evels of com

learner’s vo

ation are inc

Consider ta


itation to sp

the device.

the learner

nd to find an

endent func

mmunication

learner’s PE

Customizat

tion of a var

nthesized vo

ages. Select

e learner’s

based comm

ptions. If the

the user. Mo

ar each word

tructed and

PECS use, we

vates the me

back the m

construction

uction requir

buttons shou

ars only VE

he strip afte

nly after he/

guring the SG

indow provid

red or helpfu

ce construct

e not part of

lary Organiz

e vocabular

nization. M

plexity. If th

ocabulary fro

luded with t

aking advant


pontaneous a

learns to ca

nd approach

ctional comm

needs. Pla

CS‐based co

tion

riety of optio

ice, picture

ing configur

existing PEC

munications t

e device offe

ost SGDs offe

d as its butto

the learner

e recommen

essage windo

moment a bu

n and activa

res navigati

uld not produ

ELCRO® whe

r the learner

/she has bu

GD to speak

des consiste

ul for some l

tion, vocaliz

f the sentenc

zation. Once

ry organizat

Many devices

he transition

om his PECS

the device, t

tage of optio

ed. tered trademar

and indepen

arry his PEC

h a variety o

munication,

nning is req

ommunicatio

ons includin

size, and wh

ation and cu

CS‐based com

to communic

ers multiple

er options as

on is pressed

r presses th

nd that the

ow to speak

utton is pus

ation of the

ng into or

uce a vocaliz

en construc

r has exchan

ilt a senten

the sentenc

ency in the t

earners to a

ation of ca

ce.

e the SGD

ion system

s offer a ch

n team uses t

book is fou

then choose

ons to hide/

rks of Pyramid

ndent comm

CS book to v

of Communic

particularly

quired in ord

on skills to an

g language s

hether pictu

ustomization

mmunication

cations with

voices, choo

s to when th

d or when th

he message

learner buil

the entire s

shed, then

e full senten

out of cate

ation.

ting messag

nged the me

nce and mad

ce after the

transition fro

also hear the

ategory/folde

has arrived

available o

hoice of voca

the SGD “as

und on the d

e one that m

/unhide cert

Educational Co

munication an

various activ

cative Partne

for individu

der to transf

n SGD.

software, vo

ures are arra

n options tha

n skills is cr

an SGD.

ose a voice t

e speech is a

he entire sen

window “sp

ds a messag

sentence. If

consider us

nce in the

egories/folde

ges. Howe

ssage, so the

de contact w

learner activ

om PECS use

e vocalization

er labels sh

d, the team

on the devic

abulary orga

is,” then we

device. If ch

matches the

ain pictures

6

onsultants,

nd teach

ities and

ers. This

uals with

fer these

ocabulary

anged on

at match

ritical for

that best

activated

ntence or

peak all”

ge in the

the user

ing both

message

ers, then

ever, the

e learner

with the

vates the

e to SGD

n of each

hould be

m should

ce or to

anization

e suggest

oices for

learner’s

that are


not like

program

the mos

Vocabul

such as

that per

Rationa

be quick

also min

The lear

activity

pages. T

the lea

navigati

extra ste

function

Recomm

options

limiting

unlimite

buttons

vocabula

containi

device s

when ac

Rationa

that his

SGD sho

complex

Recomm

retrieve

assigned

devices

display

“delete”

message

to activa

Rationa

variety


ely to be u

mming the SG

st frequently

ary can be

foods, toys,

rtain to multi

le: The SGD

kly and funct

nimize the re

rner’s previo

types (e.g.,

This organiz

rner’s prev

onal comple

eps accordin

nally and con

mendation 1

to allow the

vocabulary

ed vocabular

such as “n

ary storage i

ng that voca

so that these

ctivated.

le: It is critic

or her voca

ould also min

xity.

mendation 1

the Senten

d locations i

offer option

automatical

” or “clear”

e window sh

ate the speak

le: The goal

of Commu


sed immed

GD with thos

y used vocab

organized o

, playground

iple contexts

must includ

tionally acces

equired num

ous PECS ex

“snack time,

ational struc

ious picture

exity for eac

ng to traditio

ntextually rel

13: SGD Pa

e user to tra

items to wh

y items on a

next” or “ba

is category b

abulary and

e navigation

cally importa

bulary is qui

nimize the re

4: Clear Disp

ce Strip from

in the PECS

ns for the use

ly after the

button for

hould be clea

k feature mu

of SGD use s

unicative Pa


iately by th

se items/pag

bulary and s

n digital pag

d activities, e

s should be p

e all of the l

ssible to the

mber of butto

perience wil

,” “playgrou

cture for voc

e‐based voc

ch communic

nal categorie

evant symbo

ge Navigatio

ansition betw

hat will fit on

page that is

ack” will be

based, learne

then push a

or category

ant not only t

ckly and fun

equired num

play. Many P

m the Comm

book. Onc

er to clear th

message ha

voice to re

ared after ea

ultiple times

should contin

artners, incl


he learner.

ges/navigatio

sentence con

ges accordin

etc., or acco

placed on the

learner’s cur

learner. Vo

on presses a

ll typically in

nd time,” “l

cabulary sho

cabulary or

cation, since

es of languag

ols available

on Requirem

ween pages.

n a single di

s scrollable.

e necessary

ers will need

a close or ho

buttons do

that the SGD

nctionally acc

mber of butto

ECS users, o

municative P

ce the learn

he display. S

as been spo

ad the entir

ach message

to repeat th

nue to be ind

uding “lay”

ed. tered trademar

For custo

on buttons t

nstructions f

ng to environ

ording to par

e main digita

rrent PECS vo

ocabulary org

nd other asp

nvolve organ

unch time,”

ould be main

ganization,

e the learne

ge (e.g., nou

to them.

ments. Dyna

Tablet app

splay page o

If the learne

to include

d to select a

me button t

not appear i

D includes al

cessible. Vo

on presses a

nce they hav

Partner and

er has cons

Some device

oken. Other

re message

e activation

e same mes

dependent c

” listeners.

rks of Pyramid

omizing the

that will allo

from his or

nmental fun

rts of speech

al page.

ocabulary. T

ganization w

pects of nav

nization of p

“circle time

ntained. In a

this structu

r will not ne

uns, verbs) an

amic display

ps typically p

or the option

er will be mo

on each pa

category sy

to exit that p

in the messa

l of the learn

ocabulary org

and other as

ve exchange

put the pict

tructed and

es can be cus

rs require th

displayed in

rather than

sage.

communicati

In order

Educational Co

organizatio

w the learne

her PECS re

nctions and c

h. Vocabula

This vocabul

within the SG

igational com

pictures acco

e,” etc.) on in

addition to m

ure also lim

eed to make

nd, instead,

y SGDs offer

provide the o

n to include

oving betwee

age. If the

mbol to ope

page. Custo

age window

ner’s vocabu

ganization w

pects of nav

d the Senten

tures back in

spoken a m

stomized to

hat the use

n the windo

allowing the

ive interactio

for the lea

7

onsultants,

n, begin

er to use

pertoire.

contexts,

ary items

ary must

D should

mplexity.

ording to

ndividual

matching

mits the

e or plan

will have

r various

option of

virtually

en pages,

device’s

en a page

mize the

or speak

ulary, but

within the

vigational

nce Strip,

nto their

message,

clear the

r push a

ow. The

e learner

on with a

arner to


indepen

must as

recomm

next me

repeat t

Teachi

Transitio

Merely p

device h

Partner.

Recomm

conduct

she inte

Sample

team sh

construc

and tur

message

Rationa

lessons

Because

team sh

most tho

member

sequenc

Recomm

book an

commun

behavio

involves

(enticing

PECS bo

Followin

chaining

eliminat

Rationa

by the c

user has


ndently cons

ssume respo

mend teachin

essage is like

he same me

ing Device

oning the le

presenting t

has been cu

.

mendation 1

ted with acti

eracts with t

and choose

ould write a

ct and delive

ning on the

e, activating

le: Transfer

in a motivat

e SGD use w

hould know

oroughly and

rs involved in

ce.

mendation 1

nd the SGD

nicative inte

r to the SGD

s the Comm

g with a desi

ook (initiatin

ng the princ

g to first phy

te these prom

le: Commun

communicat

s a rich histo


truct severa

onsibility for

ng the learne

ely to be ide

essage.

e Use

arner’s PECS

he learner w

stomized, be

15: Create St

ivities that a

the CP for a

several of th

step‐by‐ste

er the messa

e device, na

the voice, an

of skills fro

ting and fam

ill not exactl

precisely wh

d reliably do

n the first tra

16: Maintain

must be a

eraction by

D, use the 2

municative P

ired item), a

ng the inter

ciples within

ysically prom

mpts over su

nication is on

or to effecti

ory of initiat


al messages

r clearing th

er to clear t

ntical. This

S skills to th

with the devi

egin teachin

tructured Le

re familiar a

variety of c

he learner’s

p sequence

ge in an inte

vigating to

nd preparing

m a PECS b

miliar activity

ly mirror the

hich steps ar

ne by mapp

aining lesson

Learner Sp

available to

reaching fo

‐Person Pro

Partner mak

nd then the

raction) and

n the PECS

mpt the learn

uccessive com

nly functiona

ively mediat

ting commu


within a mu

he message

he message

is comparab

he SGD will

ice and dem

ng the learne

essons for B

and motivati

communicat

most freque

(talk analysis

eractive man

and selectin

g the device f

ook to an S

y during whi

e steps used

re necessary

ing out a var

ns are aware

ontaneity/In

the learner

r the pictur

mpting Proc

ing the lear

Physical Pro

before phy

protocol, th

ner to comp

mmunicative

al when it is

te the behav

nicative inte

ed. tered trademar

ultiple‐excha

window aft

window aft

ble to what a

require time

onstrating it

er to use th

Beginning SG

ing to the PE

tive exchang

ently used se

s) of all actio

nner. This se

ng the corre

for the next

SGD will best

ch the learn

to commun

y for a varie

riety of frequ

e of and fluen

nitiation. To

r as he or

res on/in hi

cedure (Fros

rner aware

ompter waiti

ysically prom

he Physical

plete each st

e opportuniti

spontaneou

vior of a Com

eractions by

rks of Pyramid

ange activity

er the devic

ter each acti

a speaking in

e and carefu

ts use is not

he device wi

GD Use. Initia

ECS user and

ges. Refer to

entences to

ons the learn

equence shou

ect vocabula

communicat

t be accomp

ner is accusto

nicate within

ty of messa

uently used p

nt in comple

begin the fi

she is most

is PECS boo

t & Bondy,

of the com

ng for the le

mpting the

Prompter w

ep of the ta

ies.

usly and inde

mmunicative

getting his

Educational Co

or conversa

ce has spok

ivation even

ndividual mu

ully planned

sufficient. O

th a Commu

al lessons sh

d during whi

o the PECS L

begin teach

ner must com

uld include a

ary to const

tive exchang

plished by b

omed to usi

PECS, the t

ges. This tr

phrases so th

eting each st

irst lesson, t

t likely to i

ok. To tran

2002). This

mmunicative

earner to rea

learner to t

would use b

ask analysis a

ependently p

e Partner. T

book, constr

8

onsultants,

ation, he

ken. We

if his or

ust do to

lessons.

Once the

unicative

hould be

ich he or

Language

ing. The

mplete to

accessing

truct the

ge.

beginning

ng PECS.

ransition

ransfer is

hat team

ep in the

the PECS

nitiate a

nsfer this

strategy

context

ach to his

the SGD.

backward

and then

produced

The PECS

ructing a


message

utilized

Recomm

prompti

Partners

should b

indepen

appropr

Commu

message

attentio

Rationa

location

persiste

commun

The lear

of socia

commun

pragmat

Recomm

protoco

and teac

SGD, use

Rationa

defaults

& Johns

commun

an esta

vocabula

Recomm

such as

window

4‐Step E

errors.

Rationa

using th

Partner

have be


e, finding a

in teaching S

mendation 1

ing to use th

s, incorporat

be taught to

ndently. He

riately and

nicative Part

e, adjusting

n, and waitin

le: In Phase

s throughou

nt in his c

nication, par

rner’s degree

al communi

nicative atte

tic aspects o

mendation 1

l trainers use

ch picture/sy

e these strat

le: When pic

s to use of th

son, 2008).

nicative purp

blished, sys

ary in the co

mendation 1

multiple hit

, or opening

Error or Bac

le: The teac

he SGD. Thi

in the futur

en demonst


Communica

SGD use.

17: Replicate

he SGD to g

te opportuni

o carry the

should also

effectively,

tner does no

the volume

ng until the C

II of PECS,

ut his day, to

ommunicati

rticularly for

e of indepen

icative initia

empts are no

f the learner

18: Teach Ne

e Correspon

ymbol discrim

tegies to ens

cture discrim

e device for

It is also im

poses (e.g., t

stematic, an

ontext of a le

19: Teach Sel

ts of a single

g or transitio

ckstep error

cher or Com

is will result

e. The 4‐Ste

rated to lead


tive Partner

e Phase II of

enerate a va

ities for bein

device with

o be taught

as well as

ot respond to

e of the dev

Communicat

the learner

o find and ap

ons. These

r individuals

dence in usin

ation and

ot effective.

r’s PECS‐base

ew Vocabula

dence Check

mination (Fro

ure appropr

mination is n

limited, gen

mportant to

to hear the a

nd effective

arner select

lf‐Correction

e button, pla

oning to inco

correction p

mmunicative

t in repetitio

ep and Back

d to efficient


r and deliver

f the PECS P

ariety of me

ng a persiste

him from a

how to gain

s effective a

o the device’

vice, using t

tive Partner

learns to ca

pproach a va

e are critic

with autism

ng the SGD i

persistence,

Planning is

ed communi

ary Using th

ks™ and the

ost & Bondy

iate acquisit

ot taught sy

neric request

o note that

auditory feed

means for

ing among a

n Strategies.

acement of

orrect pages.

procedures

Partner sho

on of the er

kstep error c

t mastery of t

ed. tered trademar

ring the me

Protocol. On

essages and

ent commun

activity to a

n the attenti

and approp

’s voice. Exa

the Commun

is available t

arry his PEC

ariety of Com

al compone

m and other

s related to

and to p

s required in

cation skills

he PECS Pha

4‐Step Error

, 2002). Wh

ion and use

ystematically

ts, and/or us

some learne

dback). The

r functionall

number of p

Anticipate t

pictures in t

. Use error

(Frost & Bo

ould not fix

rors and/or

correction st

the target sk

rks of Pyramid

ssage, so th

nce the learn

deliver them

icator into t

activity and

ion of a Com

priate ways

amples migh

nicative Part

to interact.

CS book to v

mmunicative

ents to inde

complex co

his ability to

roblem solv

n order to t

to an SGD.

se III Protoc

r Correction

en adding ne

of the new s

y or effective

es the devic

ers may pre

use of Corre

ly assessing

preferred ite

that the lear

the wrong o

correction st

ndy, 2002)

mistakes th

reliance on

rategies are

kills.

Educational Co

his history sh

ner no longe

m to Commu

training. The

location to

mmunicative

to persist

t include rep

tner’s name

various activ

e Partners, a

ependent fu

mmunicatio

exhibit simi

ve when h

ransfer thes

col. Within t

procedures t

ew vocabula

symbols.

ely, the learn

e as a toy (C

ess buttons

espondence C

and teach

ems and activ

rner will mak

order in the

trategies suc

to respond

he user mak

the Commu

evidence‐ba

9

onsultants,

hould be

er needs

unicative

e learner

location,

e Partner

when a

peating a

e to gain

ities and

nd to be

unctional

n needs.

lar levels

is initial

e critical

the PECS

to assess

ary to the

ner often

alculator

for non‐

Checks is

ing new

vities.

ke errors

message

ch as the

to these

kes when

unicative

ased and


Recomm

commun

Rationa

spontan

nonverb

all relev

includin

Recomm

available

of time

PECS‐ba

Rationa

anticipa

occurren

(Shephe

learner’s

Referen

CalculatAAC devices. AssociatChicago,

Frost, L.

Edition.

Schlosse

persons

Shepher

devices:

For mo

(PECS) t

Transitio

Pyramid


mendation 2

nication teac

le: As with

neous functi

bal and minim

vant individu

g prompting

mendation 2

e as a back‐u

(e.g., hours,

ased commun

le: High‐tec

te power ou

nce, and ha

erd, Campbe

s skills in usi

ces:

or, S., & Joh

Paper pretion, , IL.

.,& Bondy, A

Newark, DE

er, R. W., &

with autism

rd, T. A., Cam

A 5‐year re

re informat

to a Speech

oning from

d at pyramid


20: Team T

ching and su

any effecti

ional comm

mally verbal

uals are awa

g and error co

1: Maintain

up means fo

, days). Hav

nication in p

h SGDs rely

utages, batte

s both direc

ll, Renzoni, &

ng it, provide

hnson, A. (20

esented at

A. (2002). T

E: Pyramid E

Blischak, D.

m? Focus on A

mpbell, K. A.,

eview. Augm

tion about t

Generating

PECS to Spe

[email protected]


Training and

pport metho

ive commun

munication w

individuals

re of, and s

orrection tec

the PECS Bo

or communic

ve the learn

reparation f

y on sophist

ery failure, o

ct and indir

& Sloan, 200

es a reliable

008, Novemb

annual co

The Picture

Educational C

. M. (2001)

Autism and O

, Renzoni, A.

mentative and

transitioning

Device atte

eech Genera

om or +44 (0


d Support.

ods for this in

nication inte

with genera

with autism

skilled in, an

chniques, cu

ook as a Back

cation, in cas

er use the P

or possible S

ticated prog

or device bre

rect impacts

09). Having t

back‐up com

ber). Factors

nvention of

Exchange Co

Consultants.

). Is there a

Other Develo

M., & Sloan

d Alternative

g from the

nd Pyramid

ating Devices

) 1273 60955

ed. tered trademar

Provide tra

ndividual lea

ervention th

alization acr

, it is critica

ny required t

rrent ability

k‐Up Strateg

se the SGD b

PECS book p

SGD failure.

gramming an

eakdown. SG

on learner

the PECS boo

mmunication

s related to

f the Ame

ommunicatio

role for spe

opmental Dis

n, N. (2009).

e Communica

Picture Exc

Educationa

s (SGDs). G

55 for more

rks of Pyramid

aining in a

arner to all re

hat aims to

ross context

l that the int

teaching and

levels, and f

gy. Keep the

becomes una

periodically,

nd on batte

GD technical

communica

ok available,

n strategy.

the rejection

erican Speec

on System T

eech output

sabilities, 16

Reliability o

ation, 25(3),

change Com

l Consultant

Go to www.p

information

Educational Co

ll SGD and

elevant indiv

teach and

ts, settings,

tervention t

d support st

future skill ta

e learner’s PE

available for

in order to

ery or AC po

failure is a

ation and w

and mainta

n & abandon

ch‐Language

Training Man

in interven

(3), 170 – 17

of speech ge

145 – 153.

mmunication

ts’ new full d

pecs.com or

n on this new

10

onsultants,

related

viduals.

support

and in

eam and

trategies,

argets.

ECS book

a period

maintain

ower, so

common

well‐being

ining the

nment of

e‐Hearing

nual, 2nd

tions for

78.

enerating

n System

day talk,

r contact

w talk.

PECS to SGD: Guidelin es and Re ecommend dations fo or a ...

Documents