Bondy - Pyramid Approach to Education

• How to use pictures is critical
• The why of behavior -science associated with learning
• what is it that we are going to teach?
• How is it that we are going to teach?
  • include error correction
• taking data to determine efficacy
  • always in generalization mode
  • effective instruction
  • error correction ANTICIPATED
• Pointing to pictures not necessarily communicative - teach interaction
• Phase I - how to communicate
  • 2nd prompter - allows for communicative exchange
  • crucial that Sr gets there right away
  • 2 trainers allow for generalization
• Phase II - spontenaeity and range
  • persistance
  • sponteneity
  • Phase II never ends! - program for generaliztion
• No "go get your pictures" or "go get your book"
• Phase IIIA
  • need to teach discrimination
  • don't stach the deck s othat all are aces
  • not take, choose
• IIIB - conditional discrimination - now the communication is symbolic
• IV -sentence strips and starters
  • still insure social approach
• Phase V
  • different Sd, generalization
  • move towards social reinforcers
  • teach spontaneous commenting

Modality transition

• criteria
• vocalization often happens in Phase IV and beyond
• speech vocab = PECS vocab
• rate of intonation equal
• length of utterance equal
• Speech is 80% intelligible to the untrained listenter
• let the child decide when PECS goes away
• do not take away skills!

PECS myths

• do PECS at 10:15
• lost speech - augmentative effects
• visual schedules are NOT PECS
• not only for kids without speech
• not only for little kids