A PECS user demonstrates spontaneous commenting but only when directly prompted. What is the MOST effective strategy to encourage truly spontaneous commenting?

The most effective strategy to encourage truly spontaneous commenting in a PECS user who currently only comments when prompted is to systematically fade prompts while simultaneously increasing the demands placed on the communication system. PECS, or Picture Exchange Communication System, is a visual communication system where individuals use pictures to request items, activities, or express feelings. 'Spontaneous commenting' refers to the individual offering communicative functions (like describing, sharing observations, or expressing feelings) without being directly asked a question or given a specific request. The current behavior indicates a reliance on direct prompting, meaning the communication partner provides cues or questions to elicit a response. To move beyond this, a gradual fading approach is necessary, coupled with increasing the complexity of the environment and expectations.

First, understand the prompting hierarchy. Prompts can range from full physical prompts (e.g., physically guiding the hand to select a picture) to minimal prompts (e.g., a brief verbal cue like “Tell me about that”). The user is currently responding to a level of prompting that needs to be reduced. The fading process involves systematically decreasing the level of prompting required for a response. Begin by transitioning from direct prompts (e.g., “Tell me what you see.”) to indirect prompts (e.g., pausing and looking expectantly at the PECS book while pointing to an object). Then, move to mand-related commenting. For example, if the child typically requests juice, create opportunities for them to comment on the juice *before* they request it. Instead of asking, “Do you want juice?”, simply present the juice and wait, expecting a comment like “Juice!” or “Red juice!”. This shifts the focus from requesting to observing and describing.

Crucially, increase the demands on the communication system. This means creating situations where the individual *needs* to communicate beyond requesting. This can be achieved by introducing novel situations, limiting access to preferred items, or creating opportunities for social interaction where commenting is naturally encouraged. For instance, during playtime, remove a favorite toy and wait for the child to initiate communication about it, rather than prompting them to ask for it. Another strategy is to engage in joint activities like looking at books or watching videos, and pausing to encourage comments about what is happening. The key is to create a communicative environment where the individual perceives a need to communicate beyond basic requests.

Finally, reinforcement is vital. Reinforce *any* spontaneous comment, even if it’s brief or inaccurate. This positive reinforcement strengthens the behavior and motivates further attempts at spontaneous communication. The reinforcement should be immediate and meaningful to the individual. For example, a verbal praise like “Great telling!” or a brief access to a preferred activity can be effective. Consistency in fading prompts and increasing communicative demands, alongside positive reinforcement, will gradually encourage the PECS user to initiate communication spontaneously.