This is the most helpful UA-cam video I've watched lately because it has the answers to my questions about PECS. Very informative clip, Thank you very much!!
I LOVE THE PHASE 1 THERAPISTS! Makes my day to watch them! And I love that a therapy center does not have to have crazy, expensive ball pits and light sprays to be effective!
thank you so much for this clip. i am a student social worker, and your video has saved me hours of reading. I am currently working with a 16 year old child who will be going through transistion services, and there is no information in this service users pecs book about health, transport, employment and so on. Your video has made this process of updating his book a lot easier. Many thanks.
Thankyou so much for sharing this video, so much learn that i can take, and now i'm about to make intervention for one of my clients so i can finish my master degree.. 🤗🤗
Ashley King Hi Ashley! You can download a handout that accompanies the webcast at the following link: www.pecs.com/webcasts/ClearPictureHandout.pdf If we can assist you with anything else, please email us at pgmsc@pecs.com or pyramidus@pecs.com.
Hi Elisabeth, we offer an image library download on our product shop (PICS for PECS), as well as other resources to get you started in the links listed below. I don't believe we offer them labeled in Danish, however you can always re-label the text above the images as you like, since they are editable. Here is a link for them to purchase and download all of the pictures pecs-unitedkingdom.com/shop/pics-for-pecs-version-15-download/#tab-description Here is a link to the support at home page where there are numerous pictures for free that correspond to activities. pecs-unitedkingdom.com/support-at-home/ We hope this helps!
can I practice on a different inforcement at different times in phase 1? say use biscuit to practice in the morning and later use crisps to practice in the afternoon and bubble in the evening? or I can only use biscuit throughout phase1?
Thank you for reaching out with your question. When teaching communication, it is important to use the item or activity, that your learner likes and is important to your learner at that moment. For example, during breakfast it might be biscuits, jam, juice, milk; , outside during play- ball, slide, swing; snack crisps, juice; inside play-tablet, crayons for coloring, paints; bathtime- bathtub toys. In The PECS Training Manual, pages 351, 392, 393 and 394 are sheets to complete that can help identify pictures/vocabulary and routines/activities.
Buenos días a todos, tengo una duda: veo que utilizan el libro de comunicación con el Velcro de manera vertical pero también e visto que los llevan en forma horizontal y quisiera saber cuál es la dirección correcta. Muchas gracias
Buenos días Erica, nosotros posicionamos las tiras adhesivas en dirección perpendicular a la tira frase de manera que cuando trabajamos la Fase IV, la lección secuencial de construir una frase queda motrizmente más cómoda, pero en realidad también podrías colocarla de forma horizontal siempre y cuando los pictos estuvieran de forma perpendicular a la tira frase. Esperamos que esta respuesta haya sido de ayuda. Un saludo.
This video is not currently available with Spanish audio, but it is possible to turn on Spanish subtitles. Clicking on the "cc" symbol in the bottom right hand corner of the video should activate the subtitles. If this does not work, click on Settings (the gear icon in the bottom right hand corner of the video). From there, you should be able to select Spanish subtitles. I hope this information helps.
PECS and applied behavioral methodologies that supports its thinking merely further removes and shackles the most primary absolute and imperative necessity for all children with social pragmatic language and affect sensory processing based challenges (i.e. ASD) to encourage the basic use (prefrontal cortex or executive functioning) of their nonverbal facial and bodily language to facilitate and deepen simple to reciprocal based interactions (i.e. meaningful engagement). This is not somewhat but entirely misguided as it misunderstands and further represses this primary core deficit.
Neilgs all I hear is “I know big words and can sound smart so people will believe me when I talk”. A) All kids with autism are different, B) do your research.
I think the original poster is trying to say that PECS and ABA in general misses the primary deficit of our ASD clients, which is social language. Some behavioral techniques such as PECS are beneficial in the early stages of communication, but traditional speech therapy is better at addressing communication as a whole. Specifically (speech: articulation, voice, fluency, AAC and advanced language development as it relates to linguistics and pragmatics).
How is it being based on Skinner's analysis a 'benefit'? Skinner's analysis of verbal behavior has been thoroughly debunked as bearing no relationship to how children actually learn language. It was based on wild speculation, not actual science. To me, this is a *disadvantage* of PECS, and a sign we should reconsider whether PECS should be modified to fit a more accurate understanding of language development.
+Ettina Kitten While one can argue about how any theory benefits or detracts from an intervention, the key for its use is the empirical support- and there is a great deal of support for PECS as an evidence-based strategy. For those with a behavioral orientation, linking the PECS protocol to Verbal Behavior can help generate new skills to teach or even new ways to teach. For those who follow other theoretical perspectives, then we hope that those theories would help generate new skills to promote or new teaching strategies. Either way, it is further empirical research that will help refine the strategy. Andy Bondy
Agreed. He established some very basic principles for ABA. But this beneficial in the sense that he outlined and defined how every person learns new behaviors. For many of us such things are common-sense. Though being mindful of why we do things and how to change them is beneficial. Of course Skinner did study that autistics would comply to avoid severe pain......which isn't so much a breakthrough as a study of how effective abuse can be. AM I right?? -`_'- *
However, well intended, this is nonetheless absolutely disgraceful and painful to watch. Take as just one example @14.14. This shows how flawed or misguided this insistence is with respect to using PECS. The child has vocalization, she has the capacities of visual-facial, auditory-prosodic, tactile-gestural interregulated communication, somatosensory movement and so forth AVAILABLE, F'n encourage that, our evolutionary 200 million year mammalian hertiage rather than the handicap, yes, handicap of using PECS to supposedly more easily facilitate her wants and needs, reduce frustration and so forth (here the music turned on in exchange for presenting the picture, great wondervar!). Why not, novel thought, begin to encourage the underlying precursors to verbal communication, which in fact comprise 93% of all communication, the most important aspects, the nonverbal affective or paralingusitic aspects of communication, as I just stated above. When a child starts by you dear advocates of PECS using instead and critically necessarilv so their ventral vagus autonomic social-emotional engagement system (the interregulatory capacities of back and forth emotional reciprocal visual-facile, auditory-prosodic, tactile-gestural communications then the muscles of vocalization (the recurrent laryngeal nerve from the ventral vagus complex, eyes, middle muscles, straiated muscles of the face ALLOWS for verbal expressive communication, i.e. language proper to come online! Period.
It appears that you cling to antiquated notions regarding the term communication. Reaching for a toy- which is what occurs at 14.14, is not communication. She would reach for the toy even if there were no people in the room. Many actions are reinforced by environmental changes independent of social changes. Communication requires interacting with people, not with things. It is difficult to understand how watching a child quickly transition from reaching for things to reaching toward a person in a joyful, playful manner doesn’t distill the same level of joy. Her parents were thrilled, her teachers were thrilled- and it is obvious that she was thrilled as well. None of your assertions about the neurophysiology of speech has led to substantial changes in what children actually do. And neither does your sarcasm help people make thoughtful decisions on what they should do. And as for your oft quoted 93% I ask readers to check out www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEwi4k9PO89vyAhWDZd8KHWS5AEwQFnoECAMQAQ&url=https%3A%2F%2Fcornerstone.lib.mnsu.edu%2Fcgi%2Fviewcontent.cgi%3Farticle%3D1000%26context%3Dctamj&usg=AOvVaw3ApxeazGfWM1mLW42QDEnI for a clear depiction of this statistic as an urban legend. The author of the original study, Mehrabian, 1995, even subsequently wrote, “My findings are often misquoted . .. Clearly, it is absurd to imply or suggest that the verbal portion of all communication constitutes only 7% of the message. Suppose I want to tell you that the eraser you are looking for is in the second right-hand drawer of my desk in my third floor office. How could anyone contend that the verbal part of this message is only 7% of the message?” Lapakko wrote about this misrepresentation, “To put it bluntly, we have, over the past many years, been willing accomplices in spreading information that is simply incorrect and misleading.” So, please stop trying to obfuscate by misciting arcane references.
You are that floor play therapy guy, right? I haven't been able to find many, if any, empirically backed, evidence-based research on it. I am very interested in this as a fun activity for my son and I to do when he is not getting therapy, can you send me some info? Thanks in advance.
@@IcanSeeMyselfOutThanksEither you do not know how to read or you have been entirely bamboozled and quite pathetic. However, it is I indeed your choice to inflict passé, antiquated and entirely discredited crap upon your child. Try looking if you have the mental acuity and scintilla of empathy for your child to the foundations of that which constitutes real evidence based science, namely neuroanatomy, neurophysiology, neuroendocrinology vis a vis Developmental Affective Neuroscience, Interpersonal Neurobiology, Attachment Theory, Polyvagal Theory, etc. Allan Schore, Stephen Porges, Stanley Greenspan, Stuart Shankar Bruce Perry, Ed Tronick, Winncott, Daniel Stern, Jaak Panksepp, et al. To say that you are an idiot would be a wee bit to kind. You can begin with the above and then do get back to me.
@@Neilgs I don't think I will. I was just looking for some information, you come off extremely rude, as if you have something to prove or that your pseudoscientific approach to child development is the gold standard. I think I will look elsewhere for an actual objective therapeutic model, and not some mentalistic, fly-by-night get rich quick scheme to prey on families looking for any help. If I need a "fun", non-therapudic, roll around on the floor procedure to kill time, I'll be sure to reach out to you. Thanks for your time.
@@IcanSeeMyselfOutThanksOh Really? “Just seeking information” Oh isn’t that special! The obnoxiousness of your prior post ( ie “Floor play’ perhaps fun when my son and I take a break from “real therapy” empirical based, none if any) and this one would seem to suggest otherwise. As far as seeking to make money, the resources I provided you with are well known individuals in the field of legitimate evidence based science but then again it would require an acumen of a bit less hostility, attention span and openness. Perhaps some differential reinforcement on a schedule of variable fixed intervals might aid in that regard?
This is the most helpful UA-cam video I've watched lately because it has the answers to my questions about PECS. Very informative clip, Thank you very much!!
I LOVE THE PHASE 1 THERAPISTS! Makes my day to watch them! And I love that a therapy center does not have to have crazy, expensive ball pits and light sprays to be effective!
thank you so much for this clip. i am a student social worker, and your video has saved me hours of reading. I am currently working with a 16 year old child who will be going through transistion services, and there is no information in this service users pecs book about health, transport, employment and so on. Your video has made this process of updating his book a lot easier. Many thanks.
Love using attributes, expanding vocabulary
Thankyou so much for sharing this video, so much learn that i can take, and now i'm about to make intervention for one of my clients so i can finish my master degree.. 🤗🤗
Great info, I'm sharing with SLP's & IA's for a student who is beginning this. Thank you!
PECS is an approach that teacher early communication skills using pictures,is very important
Love the clips at 13:51 and 33:29
very informative video
Do you have a link to this PowerPoint presentation? Would love to share this with some of the parents of the students in my preschool ABA classroom.
Ashley King Hi Ashley! You can download a handout that accompanies the webcast at the following link: www.pecs.com/webcasts/ClearPictureHandout.pdf
If we can assist you with anything else, please email us at pgmsc@pecs.com or pyramidus@pecs.com.
Fantastic video.. love it! Thanks...
Amazing this is video
Thanks for sharing this clip. I was also wondering if I could share with Speech Therapy students, making clear that this is your video?
Wish I found this sooner
Where can I dowload/get the PECS pictures? Do they also exist in other language like Danish
Hi Elisabeth, we offer an image library download on our product shop (PICS for PECS), as well as other resources to get you started in the links listed below. I don't believe we offer them labeled in Danish, however you can always re-label the text above the images as you like, since they are editable.
Here is a link for them to purchase and download all of the pictures
pecs-unitedkingdom.com/shop/pics-for-pecs-version-15-download/#tab-description
Here is a link to the support at home page where there are numerous pictures for free that correspond to activities.
pecs-unitedkingdom.com/support-at-home/
We hope this helps!
can I practice on a different inforcement at different times in phase 1? say use biscuit to practice in the morning and later use crisps to practice in the afternoon and bubble in the evening? or I can only use biscuit throughout phase1?
Thank you for reaching out with your question. When teaching communication, it is important to use the item or activity, that your learner likes and is important to your learner at that moment. For example, during breakfast it might be biscuits, jam, juice, milk; , outside during play- ball, slide, swing; snack crisps, juice; inside play-tablet, crayons for coloring, paints; bathtime- bathtub toys. In The PECS Training Manual, pages 351, 392, 393 and 394 are sheets to complete that can help identify pictures/vocabulary and routines/activities.
Buenos días a todos, tengo una duda: veo que utilizan el libro de comunicación con el Velcro de manera vertical pero también e visto que los llevan en forma horizontal y quisiera saber cuál es la dirección correcta. Muchas gracias
Buenos días Erica, nosotros posicionamos las tiras adhesivas en dirección perpendicular a la tira frase de manera que cuando trabajamos la Fase IV, la lección secuencial de construir una frase queda motrizmente más cómoda, pero en realidad también podrías colocarla de forma horizontal siempre y cuando los pictos estuvieran de forma perpendicular a la tira frase. Esperamos que esta respuesta haya sido de ayuda. Un saludo.
I sooooooo wish this were available in Spanish!
This video is not currently available with Spanish audio, but it is possible to turn on Spanish subtitles. Clicking on the "cc" symbol in the bottom right hand corner of the video should activate the subtitles. If this does not work, click on Settings (the gear icon in the bottom right hand corner of the video). From there, you should be able to select Spanish subtitles. I hope this information helps.
@@sarahmcconnell4104 YOU ROCK! IT WORKS! THANK YOU, SARAH!!!!!!!!!!!!!!!!!
What are you trying to achieve with this?
PECS and applied behavioral methodologies that supports its thinking merely further removes and shackles the most primary absolute and imperative necessity for all children with social pragmatic language and affect sensory processing based challenges (i.e. ASD) to encourage the basic use (prefrontal cortex or executive functioning) of their nonverbal facial and bodily language to facilitate and deepen simple to reciprocal based interactions (i.e. meaningful engagement). This is not somewhat but entirely misguided as it misunderstands and further represses this primary core deficit.
Neilgs all I hear is “I know big words and can sound smart so people will believe me when I talk”. A) All kids with autism are different, B) do your research.
Mister, can you please tell me, what kind of therapy are a little bit better ? Please
Bet you couldn't communicate that with PECS!
Cite multiple, credibly peer-reviewed references published in reputable journals? Otherwise this is just an unpopular and unfounded theory.
I think the original poster is trying to say that PECS and ABA in general misses the primary deficit of our ASD clients, which is social language. Some behavioral techniques such as PECS are beneficial in the early stages of communication, but traditional speech therapy is better at addressing communication as a whole. Specifically (speech: articulation, voice, fluency, AAC and advanced language development as it relates to linguistics and pragmatics).
interessante
IT WILL HELP FOR MY REPORT :D
How is it being based on Skinner's analysis a 'benefit'? Skinner's analysis of verbal behavior has been thoroughly debunked as bearing no relationship to how children actually learn language. It was based on wild speculation, not actual science. To me, this is a *disadvantage* of PECS, and a sign we should reconsider whether PECS should be modified to fit a more accurate understanding of language development.
+Ettina Kitten While one can argue about how any theory benefits or detracts from an intervention, the key for its use is the empirical support- and there is a great deal of support for PECS as an evidence-based strategy. For those with a behavioral orientation, linking the PECS protocol to Verbal Behavior can help generate new skills to teach or even new ways to teach. For those who follow other theoretical perspectives, then we hope that those theories would help generate new skills to promote or new teaching strategies. Either way, it is further empirical research that will help refine the strategy.
Andy Bondy
Agreed. He established some very basic principles for ABA. But this beneficial in the sense that he outlined and defined how every person learns new behaviors. For many of us such things are common-sense. Though being mindful of why we do things and how to change them is beneficial. Of course Skinner did study that autistics would comply to avoid severe pain......which isn't so much a breakthrough as a study of how effective abuse can be. AM I right?? -`_'- *
However, well intended, this is nonetheless absolutely disgraceful and painful to watch. Take as just one example @14.14. This shows how flawed or misguided this insistence is with respect to using PECS. The child has vocalization, she has the capacities of visual-facial, auditory-prosodic, tactile-gestural interregulated communication, somatosensory movement and so forth AVAILABLE, F'n encourage that, our evolutionary 200 million year mammalian hertiage rather than the handicap, yes, handicap of using PECS to supposedly more easily facilitate her wants and needs, reduce frustration and so forth (here the music turned on in exchange for presenting the picture, great wondervar!).
Why not, novel thought, begin to encourage the underlying precursors to verbal communication, which in fact comprise 93% of all communication, the most important aspects, the nonverbal affective or paralingusitic aspects of communication, as I just stated above. When a child starts by you dear advocates of PECS using instead and critically necessarilv so their ventral vagus autonomic social-emotional engagement system (the interregulatory capacities of back and forth emotional reciprocal visual-facile, auditory-prosodic, tactile-gestural communications then the muscles of vocalization (the recurrent laryngeal nerve from the ventral vagus complex, eyes, middle muscles, straiated muscles of the face ALLOWS for verbal expressive communication, i.e. language proper to come online! Period.
It appears that you cling to antiquated notions regarding the term communication. Reaching for a toy- which is what occurs at 14.14, is not communication. She would reach for the toy even if there were no people in the room. Many actions are reinforced by environmental changes independent of social changes. Communication requires interacting with people, not with things. It is difficult to understand how watching a child quickly transition from reaching for things to reaching toward a person in a joyful, playful manner doesn’t distill the same level of joy. Her parents were thrilled, her teachers were thrilled- and it is obvious that she was thrilled as well. None of your assertions about the neurophysiology of speech has led to substantial changes in what children actually do. And neither does your sarcasm help people make thoughtful decisions on what they should do.
And as for your oft quoted 93% I ask readers to check out www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEwi4k9PO89vyAhWDZd8KHWS5AEwQFnoECAMQAQ&url=https%3A%2F%2Fcornerstone.lib.mnsu.edu%2Fcgi%2Fviewcontent.cgi%3Farticle%3D1000%26context%3Dctamj&usg=AOvVaw3ApxeazGfWM1mLW42QDEnI for a clear depiction of this statistic as an urban legend. The author of the original study, Mehrabian, 1995, even subsequently wrote, “My findings are often misquoted . .. Clearly, it is absurd to imply or suggest that the verbal portion of all communication constitutes only 7% of the message. Suppose I want to tell you that the eraser you are looking for is in the second right-hand drawer of my desk in my third floor office. How could anyone contend that the verbal part of this message is only 7% of the message?” Lapakko wrote about this misrepresentation, “To put it bluntly, we have, over the past many years, been willing accomplices in spreading information that is simply incorrect and misleading.” So, please stop trying to obfuscate by misciting arcane references.
You are that floor play therapy guy, right? I haven't been able to find many, if any, empirically backed, evidence-based research on it. I am very interested in this as a fun activity for my son and I to do when he is not getting therapy, can you send me some info? Thanks in advance.
@@IcanSeeMyselfOutThanksEither you do not know how to read or you have been entirely bamboozled and quite pathetic. However, it is I indeed your choice to inflict passé, antiquated and entirely discredited crap upon your child. Try looking if you have the mental acuity and scintilla of empathy for your child to the foundations of that which constitutes real evidence based science, namely neuroanatomy, neurophysiology, neuroendocrinology vis a vis Developmental Affective Neuroscience, Interpersonal Neurobiology, Attachment Theory, Polyvagal Theory, etc. Allan Schore, Stephen Porges, Stanley Greenspan, Stuart Shankar Bruce Perry, Ed Tronick, Winncott, Daniel Stern, Jaak Panksepp, et al. To say that you are an idiot would be a wee bit to kind. You can begin with the above and then do get back to me.
@@Neilgs I don't think I will. I was just looking for some information, you come off extremely rude, as if you have something to prove or that your pseudoscientific approach to child development is the gold standard. I think I will look elsewhere for an actual objective therapeutic model, and not some mentalistic, fly-by-night get rich quick scheme to prey on families looking for any help. If I need a "fun", non-therapudic, roll around on the floor procedure to kill time, I'll be sure to reach out to you. Thanks for your time.
@@IcanSeeMyselfOutThanksOh Really? “Just seeking information” Oh isn’t that special! The obnoxiousness of your prior post ( ie “Floor play’ perhaps fun when my son and I take a break from “real therapy” empirical based, none if any) and this one would seem to suggest otherwise. As far as seeking to make money, the resources I provided you with are well known individuals in the field of legitimate evidence based science but then again it would require an acumen of a bit less hostility, attention span and openness. Perhaps some differential reinforcement on a schedule of variable fixed intervals might aid in that regard?