During PECS implementation, a child consistently requests the same item repeatedly. What is the MOST likely explanation and appropriate intervention?

The most likely explanation for a child consistently requesting the same item repeatedly during Picture Exchange Communication System (PECS) implementation is that they have discovered it is a highly effective reinforcer and are using it to reliably obtain attention or the item itself. PECS, or Picture Exchange Communication System, is a structured teaching method that uses pictures to help individuals with autism or other communication challenges learn to initiate communication. Reinforcers are items or activities that motivate behavior; they are things the child *really* wants. A child's consistent request indicates the item provides a strong positive consequence, making the behavior (requesting) more likely to occur again.

Initially, PECS focuses on teaching the child to exchange a picture of a desired item for the item. This establishes the fundamental communication skill. If a child finds a particular item consistently yields a quick and predictable response (e.g., immediate access to the item or enthusiastic praise from a caregiver), they will naturally gravitate towards requesting it repeatedly. This isn't necessarily a problem; it demonstrates they understand the system and are using it to get their needs met. However, it can limit their communication repertoire and prevent them from requesting other items they might also want.

The appropriate intervention involves a multi-faceted approach. First, ensure the item is indeed a strong reinforcer by observing the child’s reaction when they receive it. If the child shows significant excitement or satisfaction, it confirms its reinforcing value. Second, implement a system of varied reinforcement. This means occasionally responding to the repeated request with a different, equally reinforcing item or activity. For example, if the child repeatedly requests a toy car, sometimes provide the car, sometimes offer a favorite snack, and sometimes engage in a preferred activity like swinging. This helps broaden their requests. Third, introduce new pictures and items systematically. Present new pictures of other desired items alongside the frequently requested item. Prompt the child to request the new item, providing reinforcement when they do. Prompting involves providing assistance to help the child perform the desired behavior. This could be verbal cues (“Can you ask for the juice?”), physical guidance (pointing to the juice picture), or a combination of both. Gradually fade the prompts as the child becomes more independent in requesting the new items. Fourth, use differential reinforcement. This means reinforcing requests for other items while systematically reducing reinforcement for the repeatedly requested item. This doesn't mean *never* giving the preferred item, but making it less predictable. Finally, ensure the child is receiving adequate attention and interaction throughout the day, not just when they make requests. Sometimes, repeated requests are a way to gain attention, so proactively providing attention can reduce the need for the child to request the same item repeatedly.