Please answering the following questions. Please make sure you separate them.
1. How can collaboration with other team members increase the likelihood that environmental accommodations are implemented across academic and social settings?
2. What is the difference between PEC, PRT, and FCT? What are some of the advantages and challenges for each strategy?
Please respond to student discussion board.
(AMBer) PEC-Barton and Harn state a Picture Exchange Communication System is,”a comprehensive program for teaching functional communication to students with autism and other developmental disabilities, the student learns persistence and independence by traveling a distance to the communication partner and the communication book” (Barton & Harn, 2012, p.173). PECS allow for students to communicate their wants and needs with pictures. The challenge with PECS is individually teaching students the cards and adding them slowly to their pectoral system.
PRT-Barton and Harn state that a Pivotal Response Treatment is “A child-led approach that is embedded within the child’s natural environment. An overarching goal of PRT is the generalization of learned skills” (Barton & Harn, 2012, p. 202). PRT gives several systematic approaches to supporting students with ASD in communicating their needs through their natural environment. These approaches include: Teach social initiations, Teach question asking, and self management. The challenge with PRT is that the students need continuous modeling to support the students preferred behavior.
FCT-Barton and Harn state, “An FCT is a research validated approach that is based on the understanding that challenging behavior is often used as a form of communication, particularly for children with autism who have limited communication skills” (Barton & Harn, 2012, p. 239). The student is directly taught to use the new communication response in the contexts in which problem behavior is most likely to occur. FCT allows for students to self manage behaviors and become more independent. It is challenging because it is often difficult for students with ASD to self manage their behaviors, therefore the preferred behavior has to be explicitly taught.
All the systems allow for students to practice independence but need consistent modeling and reinforcement for them to be successful.
Barton, E. E., & Harn, B. (2012). Educating young children with autism spectrum disorders. Thousand Oaks, Calif: Corwin.