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Fiesta. PECS Siesta. Michelle PSY 671. Sentence strip: used to make sentences with icons. PECS book. Icons. PECS. P icture E xchange C ommunication S ystem PECS is used througout the Early Childhood Developmentally Delayed (ECDD) classroom at Croyden - PowerPoint PPT Presentation

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  • PECS SiestaMichelle PSY 671Fiesta

  • PECSPicture Exchange Communication SystemPECS is used througout the Early Childhood Developmentally Delayed (ECDD) classroom at CroydenPECS uses an icon exchange to mand (ask for) or tact (label) objects

  • Setting and Participant DescriptionSetting: Croyden Avenue SchoolParticipants: Undergraduate tutors graduate tutorsSupervisorsAnd the children, of courseThis intervention is currently hypothetical, but will hopefully be implemented next year

  • Current Icon Request ProtocolTutors write what icons they need on a sheet by the playroomThe supervisor reads the sheet and distributes the icons--OR--The tutor puts a red square on the outside of the boothWhen the supervisor comes over the tutor tells the supervisor what icons are needed

  • Reason to InterveneTutors and children are currently not receiving icons for reinforcers in a timely mannerTherefore the child cannot ask for a reinforcer if they dont have the icon for itThis takes away from learning opportunitiesTutors are not asking for all iconsTutors typically only ask for icons as they need themThe current icon request protocol is inconvenient and ineffective

  • Competing ContingenciesFilling out the icon request form only slightly raises the probability of receiving icons before the next preference assessmentThe icon request form is rarely filled out because:Tutors forget what icons they need since they are in the playroomFilling out the form takes away time and attention from their child

    Natural ContingenciesA preference assessment is when the child picks out new toys

  • Ineffective Natural ContingencyNo probability ofReceiving iconsBefore nextpreferenceassessmentTutor fills out Icon request formSlightly higherProbability ofReceiving iconsBefore nextpreferenceassessment.The probability is too low to control the tutors behavior

  • Natural Competing ContingencyGiven amount ofTime and attentionFor childTutor fills out Icon request formLess time and Attention for childPenalty of the loss of time

  • Baseline Graph

    Chart1

    27

    61

    24

    72

    71

    50

    60

    61

    72

    Days

    Number of Icons

    Timmy's Icons

    Sheet1

    212

    687687

    262

    714

    775667

    210012

    976985679

    Sheet1

    00

    00

    00

    00

    00

    00

    00

    00

    00

    Baseline

    Intervention

    Weeks

    Number of Icons

    Timmy's Icons

    Sheet2

    0000

    0000

    0000

    0000

    0000

    0000

    0000

    0000

    0000

    Days

    Number of Icons

    Timmy's Icons

    Sheet3

  • Baseline Graph DescriptionTutors had an average of 45% of their icons over the baseline period

    This means the child could have 55% more learning opportunities than they currently do

  • Specify the Performance ObjectivesWe want tutors to have all of their icons for all of their reinforcers at all timesThis will increase the childs learning opportunities

  • Input-Process-Output Model(Tutors with new icons) Distribution: supervisor distributes icons(supervisor with new icons) Production: supervisor puts old icons away and gathers new icons(Supervisor with forms and old icons) Distribution: supervisor obtains envelope(envelope posted and ready to be picked up) Distribution: post filled envelope on booth(icons and form in envelope) Distribution: put icons and form in envelope(completed form and old icons) Production: fill out form(Incomplete form and new toys)

  • Goal Specification Form

    OutputEnvelope posted and ready to be picked up by supervisorStandardsQualityCurrentIdealIcons not representing toysIcons a direct picture of toyQuantity45% of icons100% of iconsTimeliness2-3 days of filling out formWith 24 hoursCost$40 per semester$45 per semesterProcessPost envelope with old icons and completed form inside on outside of boothProduction: Distribution_ X__ R&D__ _InputOld icons and form in envelope

  • Design the InterventionTutors will lose points if the fail to:Fill out the Icon Request Formplace it in the envelopePlace the old icons in the envelopePost the envelope on the outside of the boothThe icon request form is the same as the old preference assessment sheet

  • Performance Management ContingencyAvoidance of loss of pointsTutor will losePointsTutor fills out Icon request formAnd posts it withOld icons onOutside of boothTutor will notLose pointsDeadline: before monitoring

  • Theoretical ContingencyTutor fears lossOf pointsTutor fills out Icon request formAnd posts it withOld icons onOutside of boothTutor does not Fear loss ofpointsEscape

  • Implementing the InterventionImplemented: July 31,2008Tutors were trained in the new procedures on July 30th at weekly seminar meetingThe tutors avoid the loss of points by completing the form and placing it and the icons in the envelopePoints will be deducted if the tutors are missing icons when they are monitored

  • Evaluate the Intervention

  • Evaluate the InterventionThe intervention increased the average number of icons to 83%

    This is a difference of 38%

  • ProblemsThe icon request sheet was previously the preference assessment sheetThe sheet only had space for 5 reinforcers per preference assessmentSo, many tutors were only asking for the 5 most preferred reinforcersI created a new sheet with room for 9 reinforcers

  • Evaluate the Recycle

  • Evaluate the RecycleThe recycle increased the average number of icons to 88%This is an additional increase of 5%This was an overall average increase of 43%

  • Questions or

    Comments???

    ***************