Project School-wide Implementation Plan

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Ball State University *

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610

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Communications

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Feb 20, 2024

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docx

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School-wide Implementation Plan Exploration Phase ZC Setting and Population: Willow Preschool is a facility for young children with about 250 students aged 3 to 5. The center is inclusive, providing special education services to 150 students, and around 50 also engage in speech therapy. The school has 24 classrooms, each hosting 8 to 12 students. Group of experts for executing the implementation: A school principal and a dedicated support team oversee Willow Preschool. Each classroom is managed by a head teacher with two assistants. The school has two full-time speech therapists, one occupational therapist, and one physical therapist, all dedicated to serving special education students. Additionally, the school is fortunate to have four to six parent volunteers who offer daily support to teachers and assistants, assisting with tasks like bathroom breaks and preparation work. The speech therapists are responsible for providing PECS (Picture Exchange Communication System) training to classroom teachers and assisting on professional development days. Classroom teachers and assistants work with the children daily to implement the stages of PECS. The speech therapists observe and ensure the proper implementation of the PECS program, stepping in to provide modeling and corrections when necessary. They also offer follow-up training to the staff. Reasons for the necessity of change:

Half of Willow Preschool's 250 students are enrolled in speech therapy. Half of the students undergoing speech therapy are nonverbal, and only five use the PECS (Picture Exchange Communication System). The remaining 20 students face challenges expressing their desires and needs, resorting to grunting or pointing. The limited communication skills in the preschool population lead to recurring behavioral problems, including tantrums and conflicts during playtime. A change is essential to address and eliminate these issues, specifically through implementing a PECS intervention to aid those experiencing communication difficulties. Research conducted by Thiemann-Bourque and the team in 2016 found that instructing typically developing peers to start conversations and engage with their nonverbal counterparts using PECS yielded significant effectiveness. This approach resulted in increased communication across all students in the classroom. Introducing a PECS intervention will enable general education students to interact and communicate effectively with their peers facing communication delays. Existing methods that either support or hinder the implementation process: Fortunately, PECS is already in use among the preschool population, with five out of the 25 nonverbal students actively employing PECS. Additionally, two full-time speech therapists on staff possess extensive expertise in PECS and are available to train lead teachers and assistants. The primary obstacle to implementation is the number of staff members requiring training. The challenge is evident with 24 classroom teachers and 48 assistants in the building, given that only two speech therapists are available for training. Although there are professional development days where the speech therapists can conduct large-group training, PECS training necessitates hands-on practice with students in real time. Training each staff member to use PECS

proficiently is time-consuming; unfortunately, 20 more nonverbal students urgently need intervention. What is PECs, and how will they address the problem: PECs serve as a widely utilized augmentative and alternative communication (AAC) system designed for individuals facing challenges in communication. It can be customized for use in both home and school environments. According to Gordon et al. (2011), the primary aim of PECs intervention is to impart spontaneous and functional communication skills to children with autism spectrum disorder (ASD). Incorporating a PECs board is strongly recommended to guide and assist children in social situations. The utilization of PECs boards is almost indispensable at William Preschool to enhance the communication abilities of nonverbal preschool students. By integrating PECs into the classroom, nonverbal children gain a means of expression, enabling them to communicate functionally with peers and teachers in social settings. As nonverbal students become proficient in using their communication binders, problematic behaviors, such as tantrums and toy disputes, are expected to decrease. These students can employ their PEC binders to initiate conversations, appropriately request to participate in play, or share toys. The intervention also benefits verbal students, facilitating interaction with nonverbal peers and fostering a positive environment where sharing and cooperative play become more enjoyable for everyone involved. Plan for Implementation Before the beginning of the school day, teachers and support staff will collect data sheets, arrange PECS binders, and set up the classroom by positioning picture cards on various items around the room. Throughout the school day, speech therapists, support staff, and other

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professionals closely involved with the children will conduct sessions and document relevant data. The school's ability to execute the implementation: Willow Preschool has 20 nonverbal students who require extensive instruction on PEC usage. Each classroom, with a capacity of up to 24 students, is staffed with three adults, namely, the teacher and two assistants proficiently implementing the intervention. Additionally, if needed, the two speech therapists, parent volunteers, and occupational and physical therapists can support communication in areas beyond the classroom setting. Extra support throughout the day is advantageous in ensuring the accurate implementation of the intervention. To enhance proficiency, all volunteers, teachers, assistants, and school staff will undergo training on the intervention. The appropriate tier for implementing this strategy: PECS boards and associated materials will be created for every student in the program, constituting a universal implementation at tier 1. Installation Phase. DL Funding Streams During the installation phase of implementing PECS in the school, various funding streams will be necessary to cover the associated costs. These funds will be required for several aspects, including training materials and resources, staff professional development, and purchasing PECS materials. One funding stream that can be utilized is the school's budget

allocation. It is essential to allocate funds from the school's overall budget to cover the costs related to implementing PECS, such as purchasing PECS materials. This funding stream can ensure that the necessary resources are available to effectively implement and sustain the PECS program in the school. Additionally, grant funding can be sought to support the installation phase of the PECS program. Schools can explore grant opportunities, including those focused on special education or assistive technology, to secure additional funds designated for implementing PECS. These grants typically have specific guidelines and requirements, but they can provide significant financial support to cover the costs associated with the installation phase. Furthermore, partnerships and collaborations with local community organizations or businesses can be explored to secure sponsorship or in-kind support for implementing PECS. These partnerships can offer financial resources or donations of PECS materials to alleviate the financial burden on the school. Engaging the parents and the school community in fundraising events or initiatives is another approach to securing funds for the installation phase of implementing PECS. These fundraising efforts can include events such as bake sales, community car washes, or crowdfunding campaigns to involve the community in supporting the implementation of PECS in the school. Overall, a combination of school budget allocation, grant funding, partnerships, and community fundraising can help secure the necessary funds for the installation phase of implementing PECS in the school. By exploring these funding streams, the school can ensure that the resources needed for a successful implementation are available. Resources Readiness:

At Willows Preschool, various materials are currently available to implement PECS. These include computers, projectors, color printers, paper, ink, binders, Velcro, and laminators. If these materials are unavailable or additional supplies are required, staff members can purchase them and be reimbursed for their expenses. Additionally, grants can be pursued to obtain additional funding necessary to sustain the implementation of PECS. Strategies for Personal Utilization The BCBAs will train the school staff and volunteers on PECS and how to implement it effectively. Once trained, the school staff will work on helping all students in the program use PECS boards for functional communication. Teachers will track daily attendance to monitor the effectiveness of the intervention plan. Throughout the year, competency checks will be conducted through online video modules to ensure everyone is proficient in PECS. If families request it and it's available, the school can also provide training on how to continue using PECS at home. Each classroom will have storage space for personalized PECS books, and students will be responsible for carrying them in their backpacks or bags daily. Additional training may be needed to ensure accountability with individual PECS books. Complementary Policy Willow Preschool already has a population of students who utilize PECS, indicating existing support for incorporating PECS into the preschool. However, it is crucial to provide training to those unfamiliar with PECS to ensure its effective implementation. This includes all teachers, assistants, and parents who should acquire the necessary knowledge and skills to implement PECS. Other students impacted by PECS should also be educated on its purpose and how to effectively use it. Therefore, specific policies need to be established to outline the guidelines and procedures for implementing PECS with students at Willow Preschool.

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1. Training and professional development: Policies may require teachers and teacher assistants to receive training on PECS implementation to ensure they have the necessary skills and knowledge. 2. Implementation guidelines: Policies may provide clear guidelines on when and how PECS should be used, ensuring consistency and effectiveness in its implementation. 3. Individualized Education Plans (IEPs): For students with special needs who require PECS, policies may outline the process for developing and reviewing their IEPs, which could include the incorporation of PECS as a communication tool. 4. Parent and student involvement: Policies could promote the involvement of parents and students in the implementation of PECS, such as providing regular updates on progress and involving them in decision-making processes. It is important to note that specific policies will vary depending on the educational institution and its governing bodies. Operational Protocols These protocols will outline the steps and actions to be taken during the implementation process. This may include guidelines for staff collaboration, scheduling of training sessions, regular maintenance and organization of materials, monitoring student progress, and addressing any challenges or issues that arise during the implementation of PECS. These operational protocols ensure a structured and consistent approach to implementing PECS, promoting practical student communication skills. Also, Educators, paraprofessionals, speech therapists,

and other staff members will collaborate to implement PECS and enhance students' communication skills. The staff will gather and organize materials before and after school and on training days. Individual binders will be created for each student, along with specific item cards placed near corresponding objects, such as a picture card of cars near the shelf with cars or a picture of dolls in the doll area. The binders will also contain general item cards for everyday classroom items like food, toys, and colors. Professional Growth Opportunities On designated staff development days, structured training sessions will be held to support professional development. Additionally, mandatory training programs will be conducted before the commencement of each school year. Speech therapists and board-certified behavior analysts (BCBAs) will facilitate these training sessions, providing comprehensive explanations about the purpose, methods, and target recipients of the Picture Exchange Communication System (PECS). Specifically, the speech therapists will elucidate the foundational concepts of PECS, while the BCBAs will elaborate on the practical aspects of implementing the system and collecting relevant data. Moreover, during these training sessions, participants will engage in interactive exercises and role-play scenarios to enhance their understanding and practical application of PECS. Initial Investments: The school already has students who use PECS, so they may already possess the required materials to implement this intervention. Essential materials to implement PECS at Willow Preschool include small binders for creating books, pictures of preferred and non-preferred items, physical items representing these preferences, a datasheet, and writing utensils. Any materials that need to be acquired will be funded through preschool grants.

The initial investments for the school in implementing PECS may include: 1. Training costs: This would involve the expenses associated with bringing in speech therapists and BCBAs to conduct the training sessions and any required fees or travel expenses. 2. Materials and resources: This would include purchasing PECS-specific materials such as picture cards, communication boards, and other visual aids. 3. Technology and equipment: In some cases, schools may need to invest in devices such as tablets or communication apps to support the implementation of PECS. 4. Professional development: Ongoing training and workshops for staff members to further enhance their understanding and skills in PECS may also be considered part of the initial investments. 5. Assessment and evaluation tools: Schools may need to invest in assessment tools or software to track progress and collect data on the effectiveness of PECS implementation. Family and Community Engagement: The BCBA and the school personnel strongly encourage families to utilize PECS at home for their children. The team will organize regular family guidance meetings where parents will receive training on effectively implementing PECS. These meetings will continue until parents can independently and confidently implement the intervention. During these sessions, the team will also inform families about the purpose and benefits of using PECS, emphasizing the importance of implementing it at school and home. The school encourages parents to contribute their ideas and insights during parent-teacher meetings, making them essential partners in their child's education. Collaboration between teachers, parents, and the community is fostered to create a supportive and inclusive learning environment. Through these efforts, the school seeks to create a strong sense of community involvement, understanding that students thrive academically and socially when parents, educators, and the more exhaustive community work together.

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Closing Implementation Suggestions Firstly, it recommends reinforcer sampling, which is a method to increase the importance of a reinforcer. It involves offering a potential reinforcer to an individual before asking for a specific behavior, which boosts their motivation to obtain the reinforcer. Secondly, when applying the prompting hierarchy, it is crucial to start with physical prompts to support the learner fully. Then, gradually transition to verbal prompts, either from most to least or least to most, depending on the client's needs, until the prompt is no longer necessary. Specific clients may require a complete physical prompt at the beginning of an intervention, while others may only need a gesture prompt to start. References: Alsayedhassan, B. T., Banda, D. R., & Griffin-Shirley, N. T. (2020). Training parents of children with autism to implement the picture exchange communication intervention. Hughes-Lika, J., & Chiesa, M. (2021). The picture exchange communication system and adults lacking functional communication: A research review. European Journal of Behavior A McAtee, S. K. (2023). An Examination of the Research Addressing Evidence-Based Communication Approaches for Students With Autism nalysis , 22 (1), 40-58. Moore, J., & Hanson, R. (2023). Increasing Independence with the Picture Exchange Communication System (PECS) for an Adult with Developmental and Intellectual Disabilities. Scott, G. (2023). Training Parents to Implement the Picture Exchange Communication System Via Telehealth and Behavioural Skills Training (Doctoral dissertation, The University of Waikato)

Picture Exchange Communication System (PECS) Raising Children Network (2016) https://raisingchildren.net.au/autism/therapies-guide/pecs.

Project School-wide Implementation Plan

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