A PECS user consistently uses incorrect sentence structure (e.g., 'Want ball'). What is the MOST effective error correction procedure?

The most effective error correction procedure for a PECS (Picture Exchange Communication System) user consistently using incorrect sentence structure, such as 'Want ball,' is a systematic approach called Expanded Modeling. PECS is a visual communication system where individuals use pictures to communicate their wants and needs. Initially, PECS focuses on requesting single items. However, progressing to correct sentence structure is a crucial step toward more complex communication. Expanded Modeling directly addresses this need.

Expanded Modeling involves the communication partner (e.g., teacher, parent) observing the child’s communication attempt, and then *immediately* expanding upon it with a complete, grammatically correct sentence. The key is to model the correct sentence *without* correcting the child directly. Direct correction (e.g., saying “No, you say ‘I want the ball’”) can be discouraging and may shut down communication attempts. Instead, the partner provides the expanded sentence as a natural extension of the child’s request.

For example, if the child says 'Want ball,' the communication partner responds with, 'You want the ball! Here's the ball.' The partner then gives the ball. The focus is on providing the correct model, not pointing out the error. The child is exposed to the correct sentence structure repeatedly through this modeling. The partner does *not* prompt the child to repeat the expanded sentence initially. The goal is exposure and association, not forced imitation.

Consistency is vital. Every time the child uses an incorrect sentence structure, the communication partner should consistently use Expanded Modeling. This repeated exposure gradually shapes the child’s language production. Over time, the child will begin to imitate the expanded sentences. Data collection is important to monitor progress. The frequency of incorrect utterances should be tracked, alongside the frequency of the child spontaneously using more complete sentences. If the child consistently struggles, the level of support may need to be adjusted, perhaps by breaking down the sentence into smaller, more manageable parts, or by ensuring the child fully understands the vocabulary involved. The process should be individualized and responsive to the child’s progress. It’s important to note that this approach is based on principles of Applied Behavior Analysis (ABA), which emphasizes positive reinforcement and systematic instruction to promote skill development.