Navbar
Content

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.

The Picture Exchange Communication System (PECS) was developed for use with children with ASD to enable them to develop communication without first having to have speech. The system is built around a child ‘exchanging’ a picture or symbol of a highly motivating item for the actual, desired object or event in a way that is integrated in to daily activities.

This study considered whether developing children’s spontaneous communicative initiation through the early stages of PECS up to phase III, which involves picture/object discrimination using a range of pictures, has any effect on interactions between children with ASD and their teachers.

24 young children with ASD received 15 hours of PECS training integrated into a variety of school activities over a five week period. A control group of 17 children did not receive any communication intervention in addition to their usual school input.

Over the intervention period significant increases were found in the total number of child to adult initiations, child to adult initiations with an adult response, adult to child initiations with an opportunity for the child to respond plus a response from the child and there was a significant decrease in the total number of adult initiations with no opportunity for the child to respond. Almost all of the increased initiations by children in the intervention group were PECS based.

No similar increase in initiations or responses were found in the control group.

The authors conclude that under optimum conditions the first half of the PECS program can be a very effective AAC tool for use with children with ASD and enable access to the curriculum.

 


Things you may want to look into:

Effectiveness of the Picture Exchange Communication System as a Functional Communication Intervention for Individuals with Autism Spectrum Disorders: A Practice-Based Research Synthesis

The Picture Exchange Communication System (PECS) What Do the Data Say?

A Review of the Efficacy of the Picture Exchange Communication System Intervention

The effectiveness of Picture Exchange Communication System (PECS) training for teachers of children with autism: a pragmatic, group randomised controlled trial

A Communication-Based Intervention for Nonverbal Children With Autism: What Changes? Who Benefits?

The Picture Exchange Communication System

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

National Autism Resources

PECS UK

 

Added to site June 2016


 

Tags: 
Tags: 
Tags: 
Tags: 
Tags: 
Tags: 
Tags: