{"id":2229,"date":"2016-08-18T10:57:20","date_gmt":"2016-08-18T14:57:20","guid":{"rendered":"https:\/\/parenttraining.chip.uconn.edu\/?page_id=2229"},"modified":"2026-03-30T03:35:32","modified_gmt":"2026-03-30T07:35:32","slug":"pecs-phase-2-expanding-the-use-of-pictures","status":"publish","type":"page","link":"https:\/\/parenttraining.chip.uconn.edu\/index.php\/pecs-phase-2-expanding-the-use-of-pictures\/","title":{"rendered":"PECS Phase 2: Expanding The Use Of Pictures"},"content":{"rendered":"

Increasing the Number of Pictures Your Child Can Use to Make Requests and Knowing Where to Look for Them<\/h2>\n

During Phase 1 of PECS training, we were focused on teaching the child the basics of how to use a picture exchange to make a request. We made it very, very easy for him to be successful. We wanted \"Text<\/a>to have plenty of opportunities to reinforce him for making requests using a picture exchange. This is why we made sure that his communication partner was very close to him and directly in front of him, holding up a favorite reward. We also made sure that the picture of that reward was directly in front of him and easily within his reach. By doing these things, we made the task as easy as possible for him. However, in the real world, it won\u2019t often be quite that easy. If we want a child to be able to use this skill outside of his learning sessions, then we first have to teach him to work a little harder to find the picture.<\/p>\n

Here in Phase 2, we will learn about more rewards and pictures and teach the child to find the picture and adult from further away.\u00a0We also have to teach him to find and get the attention of his communication partner; that is, the person to whom he\u2019ll be handing the picture. And we also want him to learn that he can request more than just two or three things. Making this skill more useful in the real world is what Phase 2 is all about.<\/p>\n

PHASE 2 GOALS:<\/h2>\n\n\n\n
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In Phase 2 we want to accomplish the following goals.<\/strong><\/p>\n

Goal 1: The child will learn that his pictures are kept in a special notebook or binder and that he must find this binder in order to get the picture of the item he wants.<\/strong><\/p>\n

A single picture is a pretty small thing and can easily get lost. Even when it is lying in plain sight, it can be difficult to see from across a room. Also, as you add more and more pictures, it will be important to store them all in one place and to keep them organized. By storing them all together in a special binder, you and your child will both know exactly where to go when you need a picture. A binder will be much easier to find than a single picture when you\u2019re looking around the room.<\/p>\n

Goal 2: The child will walk across a room, beginning in different places, to reach you and make a request using PECS.\u00a0<\/strong><\/p>\n

If you started teaching PECS in one room, like the living room, you\u2019ll have to make sure that he can also ask you for the things he wants when he\u2019s in other places, like the kitchen, a bedroom, outside in the yard, or at the park. If you think about it, for a child who can\u2019t yet speak, using pointing or PECS to communicate is the next best thing to having words. Children who can\u2019t communicate often become frustrated, angry, or sad when they\u2019re not able to get the things they want most, or to let you know what they don\u2019t want. We want to make it as easy as possible for your child to let you know what he wants and needs. Remember, other children take their words with them wherever they go! While we\u00a0do<\/em>\u00a0take our pointer fingers with us without having to think about it, taking your child\u2019s pictures with you will require a little extra effort at first. But once you get in the habit, it will get easier and easier to remember.<\/p>\n

Goal 3: The child will practice making requests for at least 10 different items, including favorite food and drinks, toys, and activities that he can do with you, such as bubbles, tickles, reading a book together, or playing on a swing.\u00a0<\/strong><\/p>\n

It will be important for your child to gets lots of practice requesting a variety of different things using PECS. Over time, he should learn that he can ask for all kinds of things using pictures. In an earlier section of this parent training program (module 6), we talked about how to prevent problem behavior. In that section, we talked about how to teach your child to use pictures to ask you for a break or to refuse things by saying \u201cno\u201d instead of crying or having a tantrum.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

INTRODUCING A PECS BINDER<\/h2>\n

PECS binders can be purchased from the PECS Website at\u00a0pecsusa.com<\/strong><\/a>\u00a0or\u00a0PECS.com<\/strong><\/a>. Either of these addresses will work. We will give you this information again at the end of this section. However, you can also make a PECS binder for your child yourself, pretty easily and inexpensively. All you really need is a small three-ring binder notebook and some Velcro. Here are some PECS binders, purchased from the\u00a0PECS\u00a0website.<\/p>\n

\"binder1\"<\/a>\u00a0\"binder3\"\"binder2\"<\/a><\/p>\n

Here is another made using widely available office supply products.<\/p>\n

\"binder5\"<\/a>\u00a0\"binder4\"<\/a><\/p>\n\n\n\n
There are a few things to consider when making a PECS binder for your child.<\/strong>\n