ABSTRACT
The Picture Exchange Communication System (PECS) is a widely used picture/icon aided augmentative communication system designed for learners with autism and other developmental disorders. This meta-analysis analyzes the extant empirical literature for PECS relative to targeted (functional communication) and non-targeted concomitant outcomes (behavior, social skills, and speech) for learners with autism, learners with autism and intellectual disabilities and those with autism and multiple disabilities. Effect size analyses were done using the Improvement Rate Difference method, an advanced metric. Effect sizes were independently analyzed for targeted and non-targeted outcomes, student age, learner disability, and number of phases in the PECS protocol acquired by learners. Results supported the judgment that PECS is a promising intervention method. Analysis also revealed that functional communication outcomes associated with the PECS protocol were most impacted, that preschool children and those with autism generally showed the strongest training effects, and that in general students who advanced through the most PECS protocol phases had the best outcomes.
Subject(s)
Child Development Disorders, Pervasive/rehabilitation , Communication Aids for Disabled , Communication Disorders/rehabilitation , Nonverbal Communication , Social Behavior , Child , Child Development Disorders, Pervasive/psychology , Child, Preschool , Communication Disorders/psychology , Female , Humans , MaleABSTRACT
Many students with Autism Spectrum Disorders (ASD) have delays learning to recognize emotions. Social behavior is also challenging, including initiating interactions, responding to others, developing peer relationships, and so forth. In this single case design study we investigated the relationship between use of computer software (Mind Reading: The Interactive Guide to Emotions) and emotion recognition (ER) and social behavior change. After using Mind Reading for 7 to 10 weeks with a tutor, four boys with ASD improved ER scores and social interactions with peers. However, observed behavior changes were not strong enough to claim a causal relationship between variables. Findings, practice implications, and future research are discussed.
Subject(s)
Child Development Disorders, Pervasive/therapy , Computer-Assisted Instruction , Emotional Intelligence , Interpersonal Relations , Child , Child Development Disorders, Pervasive/psychology , Computer-Assisted Instruction/standards , Educational Measurement , Emotions , Humans , Male , Observer Variation , Psychological Tests , Software/standards , TeachingABSTRACT
Nonverbal individuals with autism spectrum disorders (ASD) often require the use of picture-based, aided augmentative and alternative communication (AAC) systems. Such systems are used widely, but little research has investigated the generalization of these devices to a variety of communicative partners and under a variety of conditions. We investigated use of a modified Picture Exchange Communication System (PECS) protocol to teach AAC-supported functional communication skills to a 12-year-old boy with autism. Results indicate that the participant was able to generalize his communication skills across a variety of instructors and to use functional non-verbal strategies to respond to communication obstacles.
Subject(s)
Autistic Disorder/rehabilitation , Child Language , Communication Aids for Disabled , Communication Disorders/rehabilitation , Nonverbal Communication , Child , Humans , Male , Teaching/methodsABSTRACT
Few studies on augmentative and alternative communication (AAC) systems have addressed the potential for such systems to impact word utterances in children with autism spectrum disorders (ASD). The Picture Exchange Communication System (PECS) is an AAC system designed specifically to minimize difficulties with communication skills experienced by individuals with ASD. The current study examined the role of PECS in improving the number of words spoken, increasing the complexity and length of phrases, and decreasing the non-word vocalizations of three young children with ASD and developmental delays (DD) with related characteristics. Participants were taught Phases 1-4 of PECS (i.e., picture exchange, increased distance, picture discrimination, and sentence construction). The results indicated that PECS was mastered rapidly by the participants and word utterances increased in number of words and complexity of grammar.
Subject(s)
Autistic Disorder/complications , Child Language , Communication Aids for Disabled , Communication Disorders/etiology , Communication Disorders/therapy , Child , Child, Preschool , Communication Disorders/diagnosis , Female , Humans , Male , Reproducibility of Results , Severity of Illness Index , Treatment OutcomeABSTRACT
This study assessed the utility of a Social Story intervention to improve the lunchtime eating behaviors of an adolescent diagnosed with Asperger syndrome. Using an ABAB design, the Social Story program appeared to result in a decrease in the number of food and drink spills and an increase in the frequency of appropriate mouth-wiping during lunch at school.
