pecs to sgd: guideline es and reco ommenda ations for a a

Copyright, 2PECS® and t(www.pecs.

PECS®

Position S

Pyramid

including

functiona

begin inte

based com

protocol.

discrimina

Introduct

The Pictu

communi

other com

pathologi

speech‐ge

protocol,

complem

recomme

the devic

learner’s s

When con

definition

mediates

attention

communi

effective

extensive

increases

related d

produces

particular

more dire

words. Th

not speak

picture‐ba

2014, Pyramid Edthe Picture Exch.com) All rights

® to SGD:

Statement:

Educational

touch scree

al communica

ervention wi

mmunication

This sequen

ation, commu

tion

re Exchange

cation system

mplex commu

sts and othe

enerating dev

particularly f

entary inter

ndations for

e prior to th

successful ind

nsidering ado

of commun

access to a r

). Of particu

cations need

in real world

experimenta

in spontaneo

evelopmenta

notable posi

r, recent rese

ectly speech‐

herefore, our

king is to init

ased commun

ducational Conshange Communireserved.

Guideline

Consultants

en tablets w

ation and soc

ith PECS, and

n skills have b

nce assures t

unicative per

Communicat

m that is often

unication nee

er clinical/edu

vice (SGD) for

for those lear

rvention eff

best practice

e transition

dependent us

opting or tra

ication. Com

reinforcer, wh

lar relevance

d to be initia

d contexts. W

al research ha

ous and funct

al disabilities

itive effects o

arch suggests

‐based appro

position is th

tiate PECS tra

nication skills

ultants‐ May beication System®

es and Reco

s’ position re

with apps is

cial interactio

d to transfer

been establis

that the learn

rsistence, and

tion System®

n chosen as a

ds who are n

ucational ser

r long‐term u

rners who do

orts. In t

es associated

from PECS th

se of the SGD

nsitioning a

munication i

hich may be t

e to individua

ated spontan

While teachin

as already pr

tional picture

. Experimen

on speech an

s that PECS is

oaches in you

hat best and e

aining, and to

s have been e

e reproduced. are registered t

ommenda

egarding pro

that best a

on for individ

to an SGD o

hed and the

ner has acqu

d the building

(PECS®) is a

a communicat

not developin

vice provider

use after learn

not develop

the current

with this tra

hrough to int

D.

communicati

nvolves beha

tangible (e.g.,

als with autis

neously and

ng these skill

oduced solid

e‐based comm

ntal research

nd social deve

s equally as e

ung children

evidence‐base

o transfer to

established v

trademarks of P

ations for a

oviding spee

and evidence

duals with AS

only after spo

learner has m

uired indepen

g of multi‐pic

n evidence‐b

tion intervent

g spoken com

rs often plan

ners successf

speech follow

document,

nsition, from

tervention pl

ion system, i

avior directed

, an object or

m or other c

completed

ls using high‐

evidence tha

munication in

h also furthe

elopment in

effective for f

with autism

ed practice fo

an SGD only

via the PECS p

Pyramid Educati

a Successfu

ech generati

e‐based prac

SD who are n

ontaneous, fu

mastered Ph

ndent social

cture sentenc

based augmen

tion for learn

mmunication.

n to transitio

fully progress

wing extende

we prese

assessment

lanning and a

it is importan

d to another

r activity) or s

complex com

independent

‐tech devices

at PECS train

most childre

er suggests t

some childre

facilitating sp

who display

or children wi

y after spont

protocol. The

ional Consultant

ul Transitio

ing devices

ctice for tea

not speaking

unctional, pic

ase IV of the

approach, pi

es.

ntative/altern

ners with auti

. Speech lang

on from PECS

s through the

ed use of PEC

nt and des

of the learne

assessment o

nt to conside

person who

social (e.g., s

munication n

ly in order t

s may be pos

ing results in

en with autism

that PECS tra

en with autism

peech compar

y very few sp

ith autism wh

taneous func

e guidelines b

1

ts, Inc.

on

(SGD)

aching

g is to

cture‐

e PECS

icture

native

sm or

guage

S to a

e PECS

CS and

scribe

er and

of the

er the

o then

hared

needs,

to be

ssible,

n swift

m and

aining

m. In

red to

poken

ho are

tional

below


are design

communi

Pyramid E

or app fo

choose an

and allow

Best Pra

Assessin

As a gene

they have

Phase IV

transition

spontane

considerin

•

•

•

•

Recomme

via observ

(b) averag

PECS or

prompted

PECS‐base

those tha

Rationale

the trans

capabilitie

and spon

ensures th

communi

versus pro


ned to suppo

cation needs

Educational C

r tablets. Ra

n SGD or tab

w for continue

actice Reco

ng the Lea

eral guideline

e mastered P

ensures ma

ing to an SG

ous and inde

ng a transitio

Persistence in

Discriminatio

Navigating fro

Pointing with

endation 1: P

vations condu

ge number o

other no‐tec

d uses of PECS

ed communic

t are used on

e: In any com

ition in a ma

es. This goal

ntaneous com

hat the team

cation skills.

ompted PECS


ort effective t

.

Consultants do

ather, our rec

let app that w

ed language g

ommenda

arner Befor

e, we recomm

Phases I thro

astery of the

GD. Specifica

ependent use

n to an SGD.

n identifying a

on between 20

om page to p

h index finger

PECS Commun

ucted across s

f pictures use

ch communic

S communica

cation excha

nly occasional

mmunication t

anner that en

is particularly

mmunication

has a full and

Specific colle

S‐based comm


ransition from

oes not endo

commendatio

will best acco

rowth.

ations and

re the Tran

mend that ind

ugh IV of th

e following P

ally, we reco

e of the follow

and approach

0 pictures in

page while bu

to individual

nication/Lang

several days t

ed per sente

cations prod

ations, and (f)

nge. Consid

ly.

transition, th

nsures that th

y true for ind

skills. The

d representat

ection and co

munications is


m PECS to SG

rse or recom

on is to asses

ommodate th

Guideline

nsition

dividuals not

e standard P

PECS‐based s

ommend that

wing skills w

hing commun

a picture arra

ilding a Sente

pictures duri

guage Sample

that includes

nce, (c) longe

uced across

) average tim

er all of the

e responsible

he individual

dividuals who

collection a

tive sample o

onsideration o

s particularly

trademarks of P

GD in learners

mend any sp

ss the individ

he individual’

s

be transition

PECS training

skills, which

t the learner

with his or he

nication partn

ay

ence Strip™

ing Sentence

e. Collect a co

s (a) total num

est picture se

the day, (e

me or number

pictures in t

e team has a

does not lo

have only a

nd considera

of the learner

of data on th

important, b

Pyramid Educati

s with autism

pecific speech

ual’s current

’s current com

ned from PEC

protocol. Co

we consider

r has an esta

r PECS book

ners across en

Strip exchan

ommunication

mber of pictu

entence used

e) rate of sp

of steps nee

the learner’s

an ethical res

se any curre

limited reper

ation of this

r’s current rea

e relative rat

ecause spont

ional Consultant

m or other com

generating d

PECS skills a

mmunication

CS to an SGD

ompletion of

r pre‐requisit

ablished histo

prior to the

nvironments

ge

n/language sa

res currently

d, (d) frequen

pontaneous v

eded to comp

s PECS book,

sponsibility to

nt communic

rtoire of func

language sa

al‐world func

tes of spontan

taneous initia

2

ts, Inc.

mplex

device

and to

n skills

D until

PECS

tes to

ory of

team

ample

used,

ncy of

versus

plete a

even

o plan

cation

tional

ample

tional

neous

ation


of comm

disorders

learner ha

Recomme

clear mas

Rationale

system.

and/or m

Recomme

to the lea

bringing

Alternativ

Partners a

Rationale

the comm

Partner.

communi

planning

This inclu

of enviro

completin

strategies

Recomme

learner’s

to create

individual

Rationale

create a

touching

to have m

pictures o

Match P

In any com

in a mann


unications is

. The team

as transitione

endation 2: P

tery of at lea

e: Picture dis

Research ha

isuse of the S

endation 3: P

arner’s capac

the SGD to

vely, it may b

and bring the

e: Communic

municator to

Identifying an

cation skills

and consider

des ensuring

nments, con

ng communic

s’ for when th

endation 4: M

capacity to tr

a picture‐bas

l pictures on t

e: Successful

picture‐based

individual pic

mastered the

on the Senten

PECS® Fea

mmunication

ner that ensur


a key area

can also refe

ed to the SGD

Picture Discri

st 20 symbols

scrimination

s found that

SGD by the lea

Persistence in

city to transf

that individ

e appropriate

Communicat

cation is func

o effectively

nd exchangin

that is typica

ration is requ

that the lear

texts, and in

cation. Addit

he SGD's voice

Mastery of Na

ransfer the m

sed sentence

that Sentence

use of an SG

d sentence.

ctures, alongs

e creation of

nce Strip, both

atures to SG

transition, th

res that the in


of weakness

er back to th

D.

mination Ski

s on each of a

is required f

t insufficient

arner (e.g., us

n Social‐Comm

fer the skill o

ual, across

e for some le

tive Partners

ctional when

provide a m

ng with a Com

ally severely

uired for this

ner is initiatin

ndividuals, re

tionally, the t

e is not heard

avigation for

multiple‐step p

on a Sentenc

e Strip withou

D requires m

In order to

side other nav

picture‐base

h of which are

GD Featur

he responsibl

ndividual doe


s for learner

e results of t

lls. Assessme

at least three

for the use o

picture discr

sing SGD as a

municative A

of independe

a variety of

earners or de

to the SGD.

it is spontan

message to m

mmunicative

limited in in

s aspect of co

ng social‐com

eflecting solid

team should

d (e.g., in nois

Sentence Str

procedural sk

ce Strip, and

ut prompting

astery of a m

complete th

vigational skil

ed sentences

e PECS Phase

res to Choo

e team has a

es not lose an

trademarks of P

s with autism

this assessme

ent of picture

pages within

of an SGD a

rimination sk

a toy; Calculat

Approach. As

ently finding

f environmen

vices for the

neously and i

mediate the

Partner is a c

ndividuals wi

ommunicatio

mmunications

d persistence

develop less

sy environme

rip. Assessme

kill of indepen

to use an ind

g.

multiple‐step n

his task, the

lls. Therefore

via PECS, as

e IV skills.

ose Approp

n ethical resp

y current com

Pyramid Educati

m and relate

ent, or re‐co

e discriminat

n the PECS bo

as a function

kills can lead

tor & Johnson

ssessment an

a Communic

nts, contexts

learner to fin

ndependentl

behavior of

critical first‐st

ith autism.

on in the tran

s independent

e in initiating

sons to addre

ents).

ent and plann

ndently navig

dex finger to

navigational p

learner mus

e, it is import

s well as poin

priate Dev

ponsibility to

mmunication

ional Consultant

ed communic

nduct it, onc

ion skills, sho

ook.

al communic

d to abandon

n, 2008).

d planning re

cative Partne

s, and individ

nd Communic

y implement

a Communic

tep initiation

Therefore, ca

nsition to an

tly across a v

g and succes

ess learner ‘r

ning related t

gating a PECS

point to/touc

process in ord

st be proficie

tant for the le

nting to indiv

vice

plan the tran

capabilities.

3

ts, Inc.

cation

ce the

owing

cation

nment

elated

er and

duals.

cative

ed by

cative

to all

areful

SGD.

ariety

ssfully

repair

to the

S book

ch the

der to

ent in

earner

vidual

nsition

This


is particu

communi

pragmatic

important

communi

Directly c

determini

both rapid

her functi

Recomme

for replic

sentences

learner to

Communi

symbol.

accommo

the intern

set curren

not, then

PECS boo

Correspon

Rationale

independ

or activiti

on a Se

sentences

button pr

novel idea

Recomme

(compute

and an ag

be using

adequate

spelling w

Rationale

communi


ularly true fo

cation skills.

c aspects of

t that porta

cation opport

compare the

ing whether a

dly transfer e

ional commu

endation 5: N

cation of all

s, and will a

o access all v

icative Partn

If the lear

odate this. Ma

net or from a

ntly in use in

assess the le

k with symbo

ndence Check

e: Introductio

ently access

es. The PECS

ntence Strip

s).Transitionin

ress takes awa

as.

endation 6: V

er generated)

ge‐appropriat

the SGD in m

volume for

words, then a

e: There is ver

cation and s


or individuals

Given tha

communicat

ability issue

tunities for th

features of

and how the

existing comm

nication and

Number and T

vocabulary

ccommodate

vocabulary a

er to change

ner is using

any tablet ap

personal pict

the PECS bo

arner’s use o

ols from the s

ks (see Frost &

on of an SG

his or her en

S learner first

p in order

ng to an SGD

ay the capaci

Voice Output

speech. The

e and same‐s

multiple env

various envir

device with t

ry limited rese

speech deve


s who have

at individuals

tion, and par

s do not i

he learner.

the SGD wit

SGD has the

munication sk

language skil

Type of Symb

currently in

e continued l

associated wi

e overlays o

g a combina

ps and SGDs

ture library st

ok to determ

of the differen

set used in th

& Bondy, 200

GD must gua

tire PECS voc

learns to use

to commun

D with phrase

ty for the lea

t. The SGD v

age‐appropr

sex voice sho

ironments, c

ronments. If

text to speech

earch on the

lopment (Sc


only a limi

s with autis

rticularly soc

interfere wit

th the curren

capacity for

kills for use w

ls.

ols. Select a

the learner

language gro

th the devic

r screens. PE

tion of line

have the cap

tored on the d

mine if that sy

nt symbol set

he potential S

02).

rantee that

cabulary to co

e individual pi

icate increa

es that are pr

rner to comb

voice can be

riateness and

uld be used if

onsider whet

the transitio

h capabilities

effects of dif

hlosser & B

trademarks of P

ted repertoi

sm experienc

ial‐communic

th continued

nt PECS skills

both providi

with the SGD

software pro

r’s PECS boo

owth. The d

ce independe

ECS books ca

drawings a

pability of imp

device. Cons

ymbol set wil

by replacing

SGD. Assess u

the learner

ommunicate

ictures, but th

singly comp

reprogramme

bine pictures

either digiti

sex of the vo

f that is an op

ther or not t

on team antic

should be ch

fferent types

lischak, 2001

Pyramid Educati

ire of functi

ce significan

cative appro

d communic

s of the indi

ng the learne

and continu

ogram or appl

ok, allows fo

device must a

ently, rather

an accommo

and photos,

porting a pict

sider the type

ll be available

frequently u

use of the ne

does not lo

about partic

hen combine

plex message

ed to be acce

in sentences

ized (recorde

oice should a

ption. Becau

the device h

cipates that t

hosen.

of SGD voice

1). Howeve

ional Consultant

onal spontan

t difficulties

ach, it is crit

cation or re

vidual, speci

er with a mea

e to expand

lication that a

or constructio

also allow fo

than relying

odate any ty

the device

ture or photo

e of specific sy

e with the SG

sed pictures

ew vocabulary

ose the abil

ular items, ev

s multiple pic

es (e.g., ph

essed with a

that commun

ed) or synthe

also be consid

use the learne

has adjustable

the learner w

output optio

er, adjustable

4

ts, Inc.

neous

with

tically

educe

fically

ans to

his or

allows

on of

or the

on a

ype of

must

o from

ymbol

GD. If

in the

y with

ity to

vents,

ctures

rases,

single

nicate

esized

dered,

er will

e and

will be

ons on

e and


adequate

levels of b

more sim

As yet, no

promote

Recomme

stationary

presses a

window.

and word

Rationale

learned to

message

providing

picture cu

provide th

Recomme

specific p

choosing

Rationale

and can n

have this

book and

based com

Recomme

auditory

picture hi

presses. T

this to w

Specifical

Communi

hears the

Communi

Rationale

of the Se


volume is im

background n

ilar proxy vo

o voice outpu

more vocaliza

endation 7: M

y display of

a vocabulary

It is very imp

, in the messa

e: Learners w

o build a pictu

window opt

visual cues

ue during se

his same pictu

endation 8:

icture, and th

specific pictu

e: Upon comp

navigate betw

same organiz

the SGD fac

mmunications

endation 9: A

feedback (e.g

ighlights in so

The team sho

what happen

ly, the lear

icative Partne

e spoken fee

icative Partne

e: PECS users

entence Strip


mportant for

noise. An age

ice to the lea

ut condition h

ation.

Message Wind

the symbols

button, eith

portant to ch

age window.

who have ma

ure sentence

ion on the S

during sente

ntence const

ure‐based vis

Display Conf

hus array size

res to display

pletion of Pha

ween multiple

zational struc

cilitates effec

s.

Auditory and

g., a “click,”

ome fashion

ould determi

ns when a P

rner using P

er reads the

dback only a

er.

receive speci

. This immed


communicat

e‐appropriate

arner’s own v

has been dem

dow. Many S

selected du

er that pictu

hoose an SGD

astered Phase

by moving p

SGD is an eq

nce generatio

truction may

sual support d

figuration. Ch

e, on each sin

y on all pages

ase IV, a PECS

e pages of this

cture. This vis

ctive use of t

Visual Feedb

or the voice

or appears in

ne what activ

PECS picture

PECS hears

strip after t

after he/she

ific forms of f

diate feedbac


ing across dif

e and same‐s

voice, and ma

monstrated to

SGDs have me

ring the gen

ure, the print

D that will acc

e IV of PECS

ictures from

quivalent fea

on and repai

y fail to cons

during senten

hoose a devi

ngle display p

s, which can b

user has mas

s array size. M

sual and func

he SGD and

ack. SGDs us

e speaking th

n the messag

vation feedb

is selected

only VELCR

he learner h

has built a s

feedback duri

ck is importa

trademarks of P

fferent envir

sex voice is a

ay be viewed

o improve eit

essage windo

neration of a

ted word, or

commodate t

S and are usi

PECS book pa

ature, and its

ir. Learners

struct senten

nce construct

ice that allow

age. Many S

be helpful for

stered a field

Most dynami

ctional similar

generalizatio

sually have a

he word) and

e window po

ack options t

and exchan

RO® when c

as exchanged

sentence and

ing sentence

ant for the t

Pyramid Educati

onments tha

lso helpful in

d as more acc

ther commun

ows that prov

a message. W

r both appea

the picture, o

ing expanded

ages to the Se

s use suppor

who have re

nces on an S

ion.

ws for chang

SGDs also offe

some learne

d size of 20‐60

ic display SGD

rity between

on of the PEC

variety of set

d/or visual fe

ortion of the

the device of

nged (e.g., V

constructing

d the messag

d established

construction

transitional u

ional Consultant

at involve diff

n that it provi

ceptable by p

nication skills

ide the user w

When the le

ar in the me

or both the p

d vocabulary

entence Strip

rts the learn

elied on this

SGD that doe

ging the size

er the capabi

ers.

0 pictures per

Ds can be set

the learner’s

CS skill set to

ttings that pr

eedback (e.g

screen) for b

ffers and com

VELCRO® sou

messages.

ge, so the le

d contact wit

n and the exch

user, who sim

5

ts, Inc.

ferent

ides a

peers.

or to

with a

earner

essage

icture

have

p. The

er by

visual

es not

e of a

lity of

r page

up to

s PECS

o SGD

rovide

g., the

button

mpare

unds).

The

earner

th the

hange

milarly


needs to

provides i

to activat

Recomme

carry his S

of Commu

can withs

an occupa

SGD once

independ

PECS boo

spontane

Rationale

througho

critical to

complex c

of the lea

SGD Co

Most SGD

organizat

scrolling p

or otherw

transition

Recomme

matches t

that the u

sequence

order to s

and then

auditory

sentence

construct

buttons s

Rationale

Communi


confirm a suc

information f

e the button

endation 10:

SGD to variou

unicative Par

tand being d

ational or phy

e it has arrive

ently moves

ok. If this skil

ous and inde

e: In Phase II o

ut his day an

o independen

communicatio

rner’s PECS‐b

nfiguratio

Ds allow for

ion, selection

pages or succ

wise support,

from PECS‐b

endation 11:

the age and g

user and liste

has been co

simulate PEC

activates th

feedback the

construction

ion requires

hould not pro

e: The PECS

icative Partne


ccessfully act

for both the le

or multiple b

Communicat

us activities a

tners. Choos

ropped, and

ysical therapi

ed. While pr

throughout h

l has not bee

pendent com

of PECS, the le

nd to find and

nt functional

on needs. Pla

based commu

n and Cust

customizatio

n of a synth

cessive pages

the learner’

based commu

Voice Optio

gender of the

ener hear eac

onstructed an

S use, we rec

e message w

e moment a

n and activa

navigating in

oduce a vocal

S user hears

er reads the


ivated button

earner and th

button pushes

tion Device P

nd locations

se an SGD tha

that is able to

st is valuable

reparing for t

his day and d

en expected

mmunication a

earner learns

d approach a

communicat

anning is requ

unication skill

tomization

on of a varie

hesized voice

. Selecting co

’s existing PE

unications to c

ons. If the d

e user. Most S

ch word as its

nd the learne

commend tha

window to sp

button is p

tion of the

nto or out of

lization.

s only VELC

strip after t


n on the SGD

he teacher re

s.

Portability. Th

throughout h

at is rugged e

o be configur

e in determini

the transition

oes not requ

or taught, th

and teach the

s to carry his P

variety of Co

tion, particul

uired in orde

s to an SGD.

n

ety of option

e, picture siz

onfiguration

ECS‐based co

communicati

evice offers

SGDs offer op

s button is p

er presses th

at the learne

peak the ent

pushed, then

full sentenc

categories/fo

CRO® when

he learner h

trademarks of P

. The auditor

egarding error

he team shou

his day, and a

enough to be

red with a car

ing the best w

n, the team s

ire reminders

he team shou

e skill before t

PECS book to

ommunicativ

arly for indiv

r to transfer t

ns including l

e, and whet

and customiz

ommunication

ons with an S

multiple voi

ptions as to w

ressed or wh

he message w

er builds a me

tire sentence

n consider us

ce in the me

olders, then

constructing

as exchanged

Pyramid Educati

ry feedback, o

rs, such as ina

uld expect th

also find and a

e used in all e

rry handle or

way for the le

should ensur

s or prompts

uld recognize

transitioning

o various activ

ve Partners.

viduals with

these critical

language sof

ther pictures

zation option

n skills is crit

SGD.

ces, choose

when the spe

hen the entire

window “spe

essage in the

. If the use

sing both op

essage windo

pressing thes

g messages.

d the messag

ional Consultant

or its absence

adequate pre

hat the learne

approach a v

environments

r strap. Input

earner to car

re that the le

to get or car

e this limitati

to the device

vities and loca

This compon

autism and

pragmatic as

ftware, vocab

s are arrange

ns that match

tical for succ

a voice that

eech is activat

e sentence o

ak all” butto

e message wi

r requires sp

ptions (i.e., d

ow). If sen

se category/f

. However

ge, so the le

6

ts, Inc.

e, also

essure

er will

ariety

s, that

t from

ry the

earner

rry his

ion to

e.

ations

ent is

other

spects

bulary

ed on

with,

essful

t best

ted so

r icon

on. In

ndow

pecific

during

tence

folder

r, the

earner


hears the

Communi

message

Although

word dur

these item

Recomme

whether

vocabular

levels of c

learner’s

are includ

taking adv

by the l

items/pag

and sente

pages acc

etc., or a

placed on

Rationale

quickly an

minimize

learner’s

types (e.g

organizat

previous p

each com

categorie

symbols a

Recomme

to allow

vocabular

vocabular

as “next”

category b

and then

or catego


e spoken fee

icative Partne

in the messa

it may be pre

ring sentence

ms are not pa

endation 12:

to use the

ry organizatio

complexity.

vocabulary fr

ded with the

vantage of o

learner. Fo

ges/navigatio

ence constru

cording to en

ccording to

n the main dig

e: The SGD m

nd functional

the required

previous PEC

g., “snack tim

ional structu

picture‐based

munication, s

s of language

available to th

endation 13:

the user to

ry items to w

ry items on a

or “back” w

based, learne

push a close

ry buttons do


edback only

er. Configuri

age window

eferred or he

e construction

rt of the sent

Vocabulary O

vocabulary o

on. Many de

If the transit

rom his PECS

device, then

ptions to hid

or customizi

on buttons th

ctions from h

nvironmental

parts of spee

gital page.

ust include a

ly accessible

d number of

CS experience

e,” “playgrou

re for vocab

d vocabulary

since the lear

e (e.g., nouns

hem.

SGD Page N

transition be

what will fit o

page that is s

will be necess

ers will need t

or home but

o not appear


after he/sh

ng the SGD t

provides con

elpful for som

n, vocalizatio

tence.

Organization.

organization

evices offer

ion team use

S book is foun

choose one

e/unhide cer

ng the orga

at will allow

his or her PE

functions an

ech. Vocabu

all of the lear

to the learne

button press

e will typical

und time,” “lu

ulary should

organization,

rner will not n

, verbs) and,

avigation Req

etween pages

on a single d

scrollable. If

sary to includ

to select a cat

tton to exit th

in the messag


he has built

o speak the s

nsistency in

me learners to

on of categor

. Once the SG

system avai

a choice of v

es the SGD “a

nd on the dev

that matches

rtain pictures

anization, be

the learner t

ECS repertoir

nd contexts,

ulary items th

ner’s current

er. Vocabula

ses and othe

ly involve or

unch time,” “

be maintain

, this structur

need to make

instead, will

quirements.

s. Tablet ap

isplay page o

the learner w

de on each p

tegory symbo

hat page. Cu

ge window or

trademarks of P

a sentence

sentence afte

the transitio

o also hear th

ry/folder labe

GD has arrive

ilable on the

vocabulary o

as is,” then w

vice. If choic

s the learner’

s that are not

egin program

to use the mo

re. Vocabula

such as foo

hat pertain t

t PECS vocabu

ary organizati

er aspects of

rganization of

“circle time,”

ned. In addit

re also limits

e or plan extr

have functio

Dynamic disp

pps typically

or the option

will be movin

page. If the

ol to open a p

stomize the d

r speak when

Pyramid Educati

and made

er the learne

on from PECS

he vocalizatio

els should be

ed, the team

e device or

organization o

we suggest m

ces for vocab

’s current PEC

t likely to be

mming the

ost frequentl

ary can be or

ds, toys, play

to multiple c

ulary. This vo

ion within th

f navigationa

f pictures acc

etc.) on indi

tion to matc

the navigatio

ra steps accor

onally and con

play SGDs off

provide the

n to include

g between pa

device’s voc

page containi

device so tha

n activated.

ional Consultant

contact with

er activates th

S use to SGD

on of each sel

e avoided be

should dete

to customiz

options of va

mapping wher

bulary organiz

CS skills. Con

used immed

SGD with

ly used vocab

rganized on d

yground activ

ontexts shou

ocabulary mu

e SGD should

l complexity.

cording to ac

vidual pages.

ching the lea

onal complexi

rding to tradi

ntextually rel

fer various op

option of lim

virtually unli

ages, buttons

cabulary stora

ng that vocab

at these navig

7

ts, Inc.

h the

he full

D use.

ected

cause

rmine

e the

arying

re the

zation

nsider

diately

those

bulary

digital

vities,

uld be

ust be

d also

. The

ctivity

. This

rner’s

ity for

tional

evant

ptions

miting

mited

s such

age is

bulary

gation


Rationale

his or he

should al

complexit

Recomme

retrieve t

assigned

offer opti

automatic

“clear” bu

should be

feature m

Rationale

variety of

construct

responsib

the learne

identical.

Teachin

Transition

presentin

been cust

Recomme

conducted

interacts w

choose se

write a st

deliver th

the device

voice, and

Rationale

in a motiv

use will n

precisely


e: It is criticall

r vocabulary

lso minimize

ty.

endation 14:

the Sentence

locations in t

ions for the

cally after th

utton for voi

e cleared afte

multiple times

e: The goal of

f Communicat

several me

bility for clear

er to clear th

This is comp

ng Device U

ning the learn

g the learner

tomized, begi

endation 15:

d with activit

with the CP f

everal of the

tep‐by‐step se

he message in

e, navigating

d preparing th

e: Transfer of

vating and fam

ot exactly mi

which steps


y important n

is quickly an

e the require

Clear Displa

e Strip from

the PECS boo

user to clear

e message h

ce to read th

er each messa

to repeat the

f SGD use sh

tive Partners

ssages withi

ring the mess

e message w

parable to wh

Use

ner’s PECS ski

r with the dev

n teaching th

: Create Stru

ties that are f

for a variety o

learner’s mo

equence (talk

n an interacti

to and selec

he device for

skills from a

miliar activity

rror the steps

are necessa


not only that

nd functional

ed number

y. Many PEC

the Commu

k. Once the

r the display.

has been spo

he entire me

age activatio

e same messa

hould continu

, including “la

n a multiple

sage window

indow after e

at a speaking

lls to the SGD

vice and dem

he learner to

uctured Lesso

familiar and m

of communica

ost frequentl

k analysis) of

ive manner.

cting the corr

the next com

PECS book to

y during whic

s used to com

ry for a varie


the SGD inclu

lly accessible

of button p

CS users, once

unicative Part

learner has c

Some devic

oken. Others

essage display

n rather than

age.

ue to be inde

ay” listeners.

e‐exchange a

after the de

each activatio

g individual m

D will require

monstrating it

use the devic

ons for Begi

motivating to

ative exchang

ly used sente

f all actions t

This sequen

rect vocabula

mmunicative e

o an SGD will

h the learner

mmunicate w

ety of messa

trademarks of P

udes all of th

e. Vocabular

resses and

e they have

tner and put

constructed a

ces can be c

s require tha

yed in the w

n allowing th

ependent com

. In order fo

activity or co

evice has spo

on even if his

must do to rep

time and car

ts use is not s

ce with a Com

inning SGD

o the PECS us

ges. Refer to t

ences to beg

he learner m

ce should inc

ary to constru

exchange.

best be acco

r is accustome

ithin PECS, th

ages. This tr

Pyramid Educati

e learner’s vo

ry organizatio

other aspect

exchanged th

t the picture

and spoken a

customized to

at the user p

window. The

e learner to

mmunicative

or the learner

onversation,

ken. We rec

s or next mes

peat the same

refully planne

sufficient. On

mmunicative P

Use. Initial l

ser and durin

the PECS Lan

gin teaching.

must complete

clude accessi

uct the messa

omplished by

ed to using P

he transition

ansfer is mo

ional Consultant

ocabulary, bu

on within the

ts of naviga

he Sentence

es back into

a message, de

o clear the d

push a “delet

message wi

activate the

interaction w

r to independ

he must as

commend tea

ssage is likely

e message.

ed lessons. M

nce the devic

Partner.

essons shou

ng which he o

nguage Sampl

The team s

e to construc

ng and turni

age, activatin

y beginning le

ECS. Because

team should

ost thoroughly

8

ts, Inc.

ut that

e SGD

tional

Strip,

their

evices

isplay

te” or

ndow

speak

with a

dently

ssume

aching

to be

Merely

ce has

ld be

or she

le and

hould

ct and

ng on

ng the

essons

e SGD

know

y and


reliably do

first traini

Recomme

and the S

interactio

the 2‐Per

Partner m

the Physic

before ph

the Physic

each step

opportun

Rationale

the comm

rich histo

a Commu

use.

Recomme

prompting

Partners,

should be

independ

appropria

Communi

message,

attention,

Rationale

througho

his comm

particular

of indepe

initiation

effective.

based com


one by mapp

ing lessons ar

endation 16:

SGD must be

on by reachin

rson Promptin

making the lea

cal Prompter

hysically prom

cal Prompter

p of the tas

ities.

e: Communica

municator to e

ry of initiatin

unicative Part

endation 17:

g to use the

incorporate

e taught to

ently. He s

ately and ef

icative Partne

adjusting th

, and waiting

e: In Phase II o

ut his day, to

munications.

rly for individ

ndence in us

and persiste

Planning is r

mmunication


ing out a vari

re aware of a

Maintain Lea

available to

g for the pict

ng Procedure

arner aware o

r waiting for t

mpting the lea

r would use b

sk analysis a

ation is only

effectively me

g communica

ner and deliv

: Replicate P

e SGD to gen

opportunitie

carry the de

hould also b

ffectively, as

er does not r

he volume o

until the Com

of PECS, the le

o find and ap

These are

uals with aut

ing the SGD is

ence, and to

required in or

skills to an SG


iety of freque

nd fluent in c

arner Sponta

the learner

tures on/in h

e (Frost & Bo

of the commu

the learner to

arner to the

backward cha

nd then elim

functional w

ediate the be

ative interact

vering the me

Phase II of t

nerate a var

es for being

evice with h

be taught ho

s well as e

respond to t

of the devic

mmunicative

earner learns

proach a var

e critical com

tism and othe

s related to h

o problem so

rder to transf

GD.


ently used ph

completing ea

neity/Initiatio

as he or she

is PECS book

ondy, 2002).

unicative cont

o reach to hi

SGD. Follow

aining to first

minate these

hen it is spon

ehavior of a C

ions by gettin

essage, so thi

he PECS Pro

iety of mess

a persistent

him from act

ow to gain t

effective and

he device’s v

ce, using the

Partner is ava

s to carry his P

iety of Comm

mponents to

er complex co

his ability to e

olve when h

fer these criti

trademarks of P

rases so that

ach step in th

on. To begin

e is most like

k. To transfe

This strateg

text (enticing

is PECS book

wing the princ

t physically p

e prompts ov

ntaneously a

ommunicativ

ng his book, c

is history sho

otocol. Once

sages and de

communicat

tivity to acti

the attention

d appropriat

voice. Examp

e Communica

ailable to inte

PECS book to

municative Pa

o independen

ommunicatio

exhibit similar

is initial com

ical pragmati

Pyramid Educati

t team memb

e sequence.

the first less

ely to initiate

r this behavio

gy involves th

g with a desir

(initiating th

ciples within t

rompt the le

ver successiv

nd independ

ve Partner. T

constructing

ould be utilize

the learner

eliver them t

tor into train

ivity and loc

n of a Comm

te ways to

ples might in

ative Partne

eract.

o various activ

artners, and t

nt functiona

on needs. Th

r levels of soc

mmunicative

c aspects of t

ional Consultant

ers involved

on, the PECS

e a communic

or to the SGD

he Communic

ed item), and

he interaction

the PECS pro

arner to com

ve communic

ently produc

he PECS user

a message, fi

ed in teaching

no longer n

to Communic

ning. The le

cation to loc

municative Pa

persist wh

nclude repeat

r’s name to

vities and loca

to be persiste

al communic

e learner’s d

cial communic

attempts ar

the learner’s

9

ts, Inc.

in the

book

cative

D, use

cative

d then

n) and

otocol,

mplete

cative

ced by

has a

inding

g SGD

needs

cative

earner

ation,

artner

hen a

ting a

o gain

ations

ent in

ation,

egree

cative

e not

PECS‐


Recomme

protocol t

and teach

SGD, use t

Rationale

defaults t

Johnson,

communi

establishe

the conte

Recomme

as multip

opening o

Backstep

Rationale

the SGD.

future.

demonstr

Recomme

communi

Rationale

spontane

and minim

individual

prompting

Recomme

available

time (e.g.

based com

Rationale

power ou

and has

Campbell,

in using it


endation 18:

trainers use

h picture/sym

these strateg

e: When pict

to use of the

2008). It

cative purpos

ed, systemati

xt of a learne

endation 19:

le hits of a si

or transitionin

error correct

e: The teache

This will resu

The 4‐Step

rated to lead

endation 20

cation teachi

e: As with a

ous functiona

mally verbal

ls are aware

g and error co

endation 21:

as a back‐up

., hours, days

mmunication

e: High‐tech S

utages, batter

both direct

, Renzoni, &

t, provides a r


: Teach New

Corresponde

mbol discrimin

gies to ensure

ure discrimin

device for lim

is also impo

ses (e.g., to h

c, and effect

er selecting am

Teach Self‐Co

ngle button,

ng to incorre

ion procedur

er or Commu

ult in repetitio

and Backste

to efficient m

0: Team Tra

ng and suppo

any effective

al communic

individuals w

e of, and sk

orrection tec

Maintain th

means for c

s). Have the

in preparatio

SGDs rely on s

ry failure, or

and indirec

Sloan, 2009).

reliable back‐


w Vocabulary

ence Checks™

nation (Frost

e appropriate

nation is not

mited, generic

ortant to no

hear the audit

ive means fo

mong a numb

orrection Stra

placement of

ct pages. Us

res (Frost & B

nicative Part

on of the erro

p error corr

mastery of the

aining and

ort methods f

e communic

ation with ge

with autism, i

killed in, any

hniques, curr

e PECS Book

ommunicatio

e learner use

on for possibl

sophisticated

device break

ct impacts o

. Having the

up communic


y Using the

™ and the 4‐S

& Bondy, 20

acquisition a

taught syste

c requests, an

ote that som

tory feedback

or functionally

ber of preferr

ategies. Antic

f pictures in t

se error corre

ondy, 2002) t

ner should n

ors and/or re

rection strate

e target skills.

Support. Pr

for this individ

ation interv

eneralization

it is critical t

y required te

rent ability lev

k as a Back‐U

on, in case th

the PECS bo

e SGD failure

programmin

kdown. SGD

on learner c

PECS book av

cation strateg

trademarks of P

PECS Phase

Step Error Co

002). When

and use of the

ematically or

nd/or uses th

me learners

k). The use o

y assessing a

red items and

cipate that th

the wrong or

ection strateg

to respond to

ot fix mistak

eliance on the

egies are ev

.

rovide traini

dual learner t

ention that

across conte

that the inter

eaching and

vels, and futu

Up Strategy.

he SGD becom

ook periodica

e.

ng and on bat

D technical fa

ommunicatio

vailable, and

gy.

Pyramid Educati

III Protocol.

orrection pro

adding new

e new symbo

r effectively,

he device as a

may press

of Correspond

nd teaching

d activities.

he learner wil

rder in the me

gies such as t

o these errors

kes the user m

e Communica

vidence‐based

ing in all S

to all relevan

aims to te

exts, settings,

rvention team

support str

ure skill targe

Keep the lea

mes unavaila

ally, in order

ttery or AC po

ilure is a com

on and well‐

maintaining

ional Consultant

Within the

ocedures to a

vocabulary t

ls.

the learner

a toy (Calcula

buttons for

dence Checks

new vocabul

l make errors

essage windo

the 4‐Step Er

s.

makes when

ative Partner

d and have

SGD and re

t individuals.

each and su

, and in nonv

m and all rel

rategies, incl

ts.

arner’s PECS

ble for a peri

to maintain

ower, so antic

mmon occurr

‐being (Shep

the learner’s

10

ts, Inc.

PECS

assess

to the

often

ator &

non‐

s is an

ary in

s such

ow, or

ror or

using

in the

been

elated

upport

verbal

evant

uding

book

iod of

PECS‐

cipate

rence,

pherd,

s skills


Reference

Calculatordevices. PChicago, I

Frost, L.,&

Edition. N

Schlosser,

with autis

Shepherd

devices: A

For more

a Speech

from PEC

pyramidu


es:

r, S., & JohnsoPaper presentL.

& Bondy, A.

Newark, DE:

, R. W., & Blis

sm? Focus on

, T. A., Camp

A 5‐year revie

information

Generating D

CS to Speech

[email protected]


on, A. (2008, ted at annual

(2002). Th

Pyramid Educ

schak, D. M.

n Autism and

pbell, K. A., R

ew. Augment

about transi

Device atten

h Generating

m or 888‐732‐7


November). convention o

he Picture Ex

cational Cons

(2001). Is the

Other Develo

Renzoni, A. M

tative and Alt

tioning from

d Pyramid Ed

g Devices (S

7462 for mor


Factors relateof the Americ

xchange Com

sultants.

ere a role for

opmental Disa

M., & Sloan, N

ternative Com

the Picture E

ducational Co

GDs). Go t

re informatio

trademarks of P

ed to the rejecan Speech‐La

mmunication

r speech outp

abilities, 16(3

N. (2009). R

mmunication,

Exchange Com

onsultants’ n

to www.pecs

on on this new

Pyramid Educati

ection & abananguage‐Hea

System Trai

put in interve

3), 170 – 178.

Reliability of

25(3), 145 –

mmunication

new full day t

s.com or co

w talk.

ional Consultant

ndonment of Aring Associati

ning Manual

entions for pe

speech gene

153.

n System (PEC

talk, Transiti

ontact Pyram

11

ts, Inc.

AAC ion,

l, 2nd

ersons

rating

CS) to

ioning

mid at

pecs to sgd: guideline es and reco ommenda ations for a a

Documents