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From WolfWikis

Group Members: Jennifer B. Carpenter, Amy Howell, Leslie Dick, and Lisa Goodman

Article Review: "Implementing The Picture Exchange Communication System (PECS)"

This teaching strategy is used with students who are Autistic and have difficulty communicating.

Summary of Purpose and Procedure:

Picture Exchange Communication Systems (PECS) involves using pictures and symbols for a desired object. PECS are used to teach students how to request needed items, answer yes or no questions and answer questions such as ‘what do you want?’. The approach has been used to imitate speech, focus on sound production and was developed to teach children to communicate. This system is appropriate for children with autistic spectrum disorders (ASD), impaired social interaction skills and other communication disorders.

Information and training of teachers, non-teaching staff, parents and caregivers has to be provided in order for the system to be effectively used. There are six phases of teaching the PECS. Hypothetically, students in Allied Health will have completed phase six were vocabulary expansion has begun and the student has the ability to form sentences.

Appropriate Population:

Our group plan to use this strategy strictly for our hypothetical student that is autistic.

Potential Difficulties:

The training for the speech-language therapy department and staff is time consuming along with the need for adequate post training. In order to implement PECS in a school support in the form of material preparation and extra therapy hours when teaching the first two phases are necessary components.

Changes or modifications to lesson plan:

The teacher will create an inviting learning environment were the child with autism feels comfortable. Establishing a routine and preparing the student for that day’s work in advance is an important to prevent any unneeded stress for the student. When student is working in small groups, place the student with autism with higher functioning students when completing learning activities. If the student prefers to work alone, assess student's understanding by asking short questions that the student can answer yes or no and allow time for response. Teachers should model appropriate behavior if this is an issue with the student using PECS. When using the PECS teachers will need to be specific when requesting a response from the student. Ask questions such as ‘what do you see/hear?’. Keep parents informed of child’s progress. Send home weekly progress notes or write in the student’s planner.

Reference:

Liddle, K. (2004). Implementing the Picture Exchange Communication System (PECS). International Journal of Language & Communication Disorders, Session 7.4.

Reading and Social Studies

Approaches to reading can be categorized by answer the following three questions: How would a written source benefit students when learning about a certain subject? What are the conditions for the reading activity? How should the reading resource be adapted and contextualized? Teachers need to consider background knowledge when planning instruction. There are three types of forms of reading that teachers can incorporate, silent reading, group reading, and teacher directed reading. Time is the most important factor to consider, and the teacher should give students about 10 to 15 minutes. There are four specific approaches to reading; these are pop-up reading, reading buddies, reading festival, and shadow reading. Pop-up reading is when one students reads and calls on another student to read. This helps students to following along while their peers have turns reading. Reading buddies allow students to use cooperative methods to strengthen reading skills. A reading festival is when one book is taken, for example on Chinese culture and students to and create activities that relate to the book. Shadow reading is when the students read silently and then explain what they just read to a group or another individual. This helps students with reading comprehension.

HELLLO MIE 436!