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The Effects of PECS Teaching to Phase III on the Communicative Interactions between Children with Autism and their Teachers (summary)

 
The
 
Effects
of
PECS
Teaching
 
on
Interactions
 
between
Children
 
with
Autism
 
and
 
their
Teachers

Background

The majority of young children with autism spectrum disorder (ASD) have limited or no spoken language when they start school at around the age of 5. It has been suggested that up to two-thirds never acquire useful spoken language.

Teaching speech to this group can be a very lengthy process and throughout this children do not have an effective means of communication.

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The Effects of PECS Teaching to Phase III on the Communicative Interactions between Children with Autism and their Teachers (short summary)

 
The
 
Effects
 
of
PECS
Teaching
 
on
Interactions
 
between
Children
 
with
Autism
 
and
 
their
Teachers

The majority of young children with autism spectrum disorder (ASD) have limited or no spoken language when they start school at around the age of 5. It has been suggested that up to two-thirds never acquire useful spoken language.

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Predicting progress in Picture Exchange Communication System (PECS) use by children with autism (summary)

Predicting
Progress
 
in
PECS

Background

The Picture Exchange Communication System (PECS) is a communication system designed mainly for use by non-verbal children with autism. It has generally been found to have positive outcomes in a range of areas, including social communication skills, decrease in challenging behaviour and possible increases in the use of spoken language. However there is limited information available to support professionals to make predictions about the amount of progress individuals might make using PECS.

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Predicting progress in Picture Exchange Communication System (PECS) use by children with autism (short summary)

Predicting
Progress
 
in
PECS

The Picture Exchange Communication System (PECS) is a communication system designed mainly for use by non-verbal children with autism. It has generally been found to have positive outcomes in a range of areas, including social communication skills, decrease in challenging behaviour and possible increases in the use of spoken language. However there is limited information available to support professionals to make predictions about the amount of progress individuals might make using PECS.

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