Treatment Brochure- J.Lockwood

Generalizability of PECS PECS provides the child with a voice when it is used. If PECS is started at school, then it should be started at home and vice versa. This enables generalization and sets expectations for the child to make request across different settings and people. Benefits  Boost expressive language and communication skills by letting the kid take the lead in expressing needs and wants.  Reasonably priced for parents, schools, and clinics.  PECS works for all age groups and across a large variety of disorders and needs.  PECS is easily understood in the community and by peers. Supporting Literature Applied Behavior Analysis (ABA) techniques can sometimes be used in conjunction with PECS. Although it was first created to assist non-verbal autistic children, it has also been utilized with adults and adolescents with a variety of linguistics, cognitive, and physical issues. (Research Autism, 2017). Numerous research has been conducted on intervention techniques that uses PECS to improve communication in autistic children. Study conducted by Charlop-Christy et al., 2002, consisted of three boys with autism spectrum disorder that participated in biweekly sessions at an afterschool behavioral treatment program. These three boys were taught to use PECS. All three children mastered PECS use within a relatively short time. Drawbacks Although PECS has many wonderful qualities, it has its drawbacks.  Challenging to use after requesting: Phase 6 is the initial instance in which measures beyond requesting are observed.  Limited Vocabulary: Due to the size of the binder, there isn’t much room for a whole lot of PECS.  Limited Grammar: pronouns, adjectives, and fundamental ideas are rarely or never stressed.  Limited complexity: PECS does not support complicated communication, such as responding to open-ended questions.  Fine motor skills are needed to pick up and grasp pictures. Treatment Feasibility The ability to successfully apply a therapy in real-world circumstances is known as treatment feasibility (Wilczynski, 2017, p.47). A child’s life may benefit by being able to use a treatment in practical settings. According to Wilczynski (2017), treatment acceptability, service demand, faithfulness, practicality, adaptation, and intergradation are the indications of treatment feasibility. (p.47). Five questions are answered by treatment acceptability. “Is it treatment reasonable? Is it appropriate? Is it fair? Is it unintrusive? Would this treatment be recommended for others?” Three categories- resources limitation, environmental support, and fidelity- may be used to group the remaining five indications.

Benefits of Discrete Trial Teaching: Discrete Trial Teaching assists children with autism in learning and maintaining new abilities. Just like other ABA strategies, it has the potential to greatly improve a child’s developmental growth (Behavior Nation, 2021). There are benefits of DTT:  Clear structure  Increased attention  Flexible model  Interactive learning  Breaking complex learning into manageable pieces. The Basics of Discrete Trial Training. Discriminative Stimulus During the session, the start of each trial should begin with the same cue this is known as discriminative stimulus or SD. This cue should not vary from trial to trial. The Prompt Prompts are instructional tools that are used as needed to assist clients in responding appropriately. After the SD and before the behavioral reaction, prompts are utilized. Child Response This is the behavior that follows the SD and the prompts. Reinforcement and Error Correction Each trial has two possible results. The child will either do the intended action or they will not. When the child responds correctly, he or she receives instant positive reinforcement, and the therapists delivers social praise. If the child’s response is incorrect, the teacher will use a corrective technique to show the student the proper response. The teaching technique for error correction should be established and tailored to each student. Responses that are incorrect should not be reinforced. Inter-Trial Interval This is the final step of DTT, and this step occurs after the consequence of reinforcement or error correction. DTT Feasibility Discrete Trial Training began in the 1970s by Doctor Ivar Lovaas. Discrete Trial Training was initially adopted to assist children and people with autism in gradually improving abilities at their own rate.