Resources

Reflection Questions

The Reflection Questions document can be downloaded at any time and used in a variety of ways. You can view it before starting your work so that you know which questions will be asked in the videos and/or on the webpages. You can also access it at the end of your work so that you can see all your responses to the questions. This tool can be helpful for documenting your learning and referring to later or for sharing it with others in group discussions or as demonstration of your online progress.

Discussion Questions

The Discussion Questions provided below can supplement and extend your individual learning and be used by facilitators or coaches to prompt meaningful discussions.

1. Why is PECS an important practice to consider for individuals with ASD?

   A correct answer will include the following:

   • Deficits in communication skills are defining features of autism
   • PECS provides a way for individuals with autism to express wants and needs
   • PECS teaches communication initiation
   • PECS has been shown to support development of vocal requesting skills
2. When conducting a reinforcer sampling prior to beginning PECS training, what items should you begin with?

   A correct answer will include the following:

   • Items known to be enjoyed by the individual
   • Items suggested by those who know the individual
   • Items enjoyed by same-age peers
3. When is it appropriate to use PECS with an individual having ASD?

   A correct answer will include the following:

   • The individual does not have an established and reliable verbal or nonverbal system of communication
   • The individual does not initiate communicative interactions with others

4. How many people are involved in PECS training?

   A correct answer will include the following:

   • Initially, three people are involved in the PECS training: the individual with ASD, the communication partner, and the helper
   • As the individual learns the exchange and progresses through the PECS phases, he or she will no longer need the assistance of a helper (unless there is an ongoing physical assistance need due to a physical disability, for example)
   • Throughout the training, a variety of communication partners should be involved. This promotes generalization of the exchange process

Activities on this page are provided at both the introductory and advanced level and can be copied and used within existing professional development or university coursework.

Introductory Activities

1. Identifying Preferred Reinforcers

   Brainstorm ideas for reinforcers. Hints: Ask others for ideas (including caregivers, siblings, and the individual); do an Internet search using the term "reinforcers;" observe individuals and make note of likes and dislikes. Do this for each age group listed here:

   • Individuals who are very young (pre-K through early elementary ages)
   • Individuals who are in upper-elementary and early-middle ages
   • Individuals who are in upper-middle through high-school ages

   Be sure to keep the lists that you generate. They will be a good starting point for future reinforcer identification with PECS and in other teaching/learning situations.

2. Outline PECS Phases

   Using your notes from this module, create a brief outline of the steps involved in each phase of PECS instruction.

3. Promoting Evidence-Based Thinking

   Using the information provided in the section on the PECS evidence base:

   • Scan the abstracts for the articles listed
   • Read at least two of the articles listed
   • Prepare a short summary that you could share with a parent group or school team on why PECS is considered an evidence-based practice

Advanced Activities

1. Conducting Reinforcer Sampling

   • Using the steps presented in the section "Are there any necessary assessments to do prior to using PECS?," conduct a reinforcer sampling with
     • an individual at the higher end of the autism spectrum (i.e., a learner who is verbal)
     • an individual at the lower end of the autism spectrum (i.e., a learner who is not verbal)
   • Document your findings for each individual
   • Brainstorm and list ways you can use this preferred reinforcer information in working with each individual
   • Identify the key differences in conducting reinforcer sampling with these individuals.
   • Decide what you might you do differently next time when working with someone with limited verbal ability
     

2. Applying PECS

   Using your notes from this module, write a general PECS plan for an individual with ASD with whom you have worked in the past or with whom you are currently working. As part of your plan, write a brief summary of the individual's current communicative abilities, as well as previous communication strategies that have been attempted or actually used with him or her.

3. Promoting Evidence-Based Thinking

   Using the information provided in the section on the PECS evidence base:

   • Scan the abstracts for the articles listed
   • Read at least two of the articles listed
   • Prepare a short summary that you could share with a parent group or school team on why PECS is considered an evidence-based practice
   • Identify another strategy that you have seen or used in teaching communication skills
   • Do a literature review on that strategy, briefly reviewing relevant abstracts
   • From the information gleaned from your literature review, do you believe that the strategy you identified would be considered an evidence-based practice? Why or why not? How would you share that information with parents and professionals?