Investigación

PECS, or Picture Exchange Communication System, addressed in writing. The answers for such schemes to influence word retrieval in autism spectrum disorders in children (ASD). Objective: The objective of the current study finding out the effects of Development of the picture exchange communication system in autistic children's speech and communicative requesting was the main goal of the current study. Materials & Methods: The study design was Qusai experimental. The research was carried out at Riphah International University Lahore campus. Data was collected from Lahore. The study time was six months after the approval of synopsis. Data was collected from the Autistic children and purposive sampling technique was used in this research. The sample size calculated was ten. The picture-exchange technique for communication (PECS) was used for data collection. Data was examined using SPSS software and Endnotes were used for references. Results: Results from the Childhood Autism Rating Scale (CARS) assessment scoring form indicated that there is a significant relationship between the Effects of Communicative PECS speech and request development in autistic children, overall analysis of the pre and post scores of CARS assessment. In which mean of pre score is 36.15 and mean of post score is 29.5. The standard deviation of pre score is 8.47 and the post score standard deviation is 5.39. The mean difference showed the improvement between CARS pre and post assessment. Used was the paired sample t test for finding the mean difference between the pre and post scores. The results indicate that every participant showed improvement in different skills such as verbal and nonverbal communication, visual response. Some participants got higher in verbal communication Practical implication: This will give us a better understanding of how speech develops in children with autism and how children’s vocabulary develops and awareness develops in children. Conclusion: The pre-post assessment of The Childhood Autism Rating scale (CARS) with intervention of PECS concluded that there is significant influence of intervention using a photo exchange communication technology for autistic kids

This article reviews the progress of a group of children 19 months after being introduced to PECS which was reported in Special Children 1999. The group have progressed from using 3-5 word sentences incorporating attributes to spontaneously requesting and commenting both with and without PECS. As speech developed the teacher continued to use PECS as a framework for teaching further communicative functions and a range of curriculum subjects. The familiar framework enabled the assimilation of new concepts and ideas more easily, and they were able to ask and respond to a range of questions. They progressed to more advanced requesting and commenting lessons and used the conjunction ‘and' and the indefinite article ‘a' within 13 word sentences. There was increasing evidence of generalisation as the taught structures were used spontaneously at home, which underlines the importance of ensuring the same vocabulary is available in all environments. Gradually, the children were observed using commenting spontaneously both with and without PECS, and the skill extended into narrative and description. The author used PECS right across the day, which enabled language to be integrated with the social and environmental context and enabled the mapping of language onto experiences. The development of functional communication impacted on reducing contextually inappropriate behaviours. In fact it also raised the question of whose behaviour changed the most, the children's or the staff? Staff found that by using PECS they could eliminate prompts, allow time to observe, facilitate children to respond and self-correct, and as a result peer interaction and independence was able to develop.

This study investigated the effects of introducing the Picture Exchange Communication System (PECS) on the frequency of requesting and commenting and the length of verbal utterances of two children with autism spectrum disorder (ASD) who presented with some spoken language, but limited use of language in communicative exchanges. A mixed research design was used, including a quantitative component — a single-subject multiple-baseline design (MBD) across three behaviours, repeated with two participants — and a qualitative component. Data was collected in the PECS pre-training, training, post-training and follow-up stages, in both structured and unstructured settings. The quantitative data was visually represented and analysed to determine the effectiveness of the PECS. The qualitative component investigated the impact of the PECS on other areas (e.g. communication profile, speech complexity and pragmatic skills), and included parent and educator perspectives. Both participants benefited from the introduction of PECS. The findings indicated highly effective treatment for requesting and mixed results for commenting and length of verbal utterances. There were considerable increases in intentional communicative acts (ICAs) for both participants, with marked increases in requesting (function) and the development of forms of communication (from augmentation of speech with pictures to speech only utterances). Clinical, educational and research implications were raised.

We examined the effects of the Picture Exchange Communication System (PECS; Frost & Bondy, 2002) on the manding (requesting) and speech development of school-aged children with autism. In study 1, two participants, Damian and Bob, were taught PECS within a delayed multiple baseline design. Both participants demonstrated increased levels of manding after implementation of PECS. Only Damian demonstrated any measurable speech during study 1. His speech development occurred primarily during phase IV of PECS. Because of the positive relationship between Phase IV and increased speech for Damian, study 2 was conducted to confirm a functional relationship between phase IV procedures and speech development for an additional participant. Carl received phase IV training procedures in two conditions, administered in an ABAB design. In condition A, no reinforcement was provided for vocalization; in condition B, reinforcement was provided for vocalization after a delay of 3-to 5s. The vocal reinforcement procedures in phase B differentially increased Carl's speech. Results are discussed in terms of research on augmentative and alternative communication and speech development for children with autism.

The passage of the Individuals with Disabilities Education Act of 1990 mandated the provision of interventions for young children with autism spectrum disorders (ASD) under the age of 3 years. Although Strain, McGee, and Kohler (2001) suggested that children with autism benefit from inclusive programming, inclusive early intervention programs are rare. In the current study, the authors used a quasi-experimental design to analyze the outcomes for 20 young children with ASD in an inclusive program for children under age 3. Both outcomes on standardized assessments and functional outcomes were compared at program entry and exit. Significant increases in standard scores were found for the standardized assessments from intake to exit, with 37% of the children functioning in the typical range at exit, compared to 11% at entry. Significant improvements in performance on functional measures were also seen. At intake, 50% of the study participants had no functional communication skills, whereas at exit, 90% used a functional communication system. Social and play behaviors also increased substantially. Use of augmentative communication systems and a combination of research-based programming are discussed. (NOTE: see pages 76-77 in particular re: PECS-“Two of the children on the PECS system began to use spoken language consistently, and they discontinued use of the PECS system. The use of an augmentative system thus did not appear to impair the acquisition of spoken language for these children, as has been previously suggested (McGee et al., 1999).

Presently there is no consensus on the specific behavioral treatment of choice for targeting language in young nonverbal children with autism. This randomized clinical trial compared the effectiveness of a verbally-based intervention, Pivotal Response Training (PRT) to a pictorially-based behavioral intervention, the Picture Exchange Communication System (PECS) on the acquisition of spoken language by young (2–4 years), nonverbal or minimally verbal (≤9 words) children with autism. Thirty-nine children were randomly assigned to either the PRT or PECS condition. Participants received on average 247 h of intervention across 23 weeks. Dependent measures included overall communication, expressive vocabulary, pictorial communication and parent satisfaction. Children in both intervention groups demonstrated increases in spoken language skills, with no significant difference between the two conditions. Seventy-eight percent of all children exited the program with more than 10 functional words. Parents were very satisfied with both programs but indicated PECS was more difficult to implement.

Behavioral Disorders, 44, 1-12. https://doi.org/10.1177/0198742918806925'>https://doi.org/10.1177/0198742918806925Abstract: Effective strategies to address communication and behavior challenges are critical in early intervention programs. The purpose of this study was to investigate the effects of the Picture Exchange Communication System (PECS) on vocal mands and aggressive behavior displayed by a child with autism in China. One 4-year-old boy with autism participated in this study. The experimental design was a multiple baseline across three settings. The PECS intervention involved the first three phases described in the PECS manual. The results indicated that PECS effectively increased vocal mands and decreased aggressive behavior maintained by access to preferred items in all three settings. The results also suggested that vocal mands were potentially controlled by pictures in the PECS book. One week following the completion of the intervention, the child maintained the PECS exchanges at a high level with increased vocal mands. His aggressive behavior remained at almost zero occurrences. Results of this study have important implications to early intervention educators working with children with autism. 

Picture Exchange Communication System is a common augmentative communication system used on children with Autism Spectrum Disorder (ASD), which is one of the categories of developmental problems in social interaction, communication and behavior patterns. The aim of this study is to see an increase in the utterance of the word by students with autism using PECS. This study is an action research using quantitative descriptive on data collection. Observations were implemented over a period of four weeks to see the effectiveness of PECS using cartoon picture cards and cards real pictures to enhance the utterance of two primary school autism students. From the result shown, the application of PECS successfully stimulates utterance among the students. This study is expected to enhance the communication and social interaction development of children with autism and other children who have difficulty mastering the language. 

Picture Exchange Communication Systems (PECS) is a form of augmentative and alternative communication (AAC) frequently used by individuals with autism spectrum disorder and intellectual disability when speech development is delayed or does not develop (Bondy and Frost 1994 in Focus on Autism and Other Developmental Disabilities, 9, 1–19; Sunberg and Partington 1998). Researchers have previously evaluated variations of PECS as a means for vocalization development (Ganz and Simpson 2004 in Journal of Autism and Developmental Disorders, 34, 395–409; Tincani et al. 2006 in Education and Training in Developmental Disabilities, 41, 177–184). The current study investigated delay to reinforcement and an increase in response effort when utilizing PECS on the development of intelligible word vocalizations with four elementary aged students. Three participants transitioned from primarily requesting using PECS at Phase IIIb to using independent vocalizations (i.e., spoken words). This research provides further evidence for the use of PECS not only as a tool for functional communication, but also as a resource for assisting individuals in the development of vocalizations with slight variations in the parameters of reinforcement including response effort and delay of reinforcement.

The author who is a teacher at Avalon Special School, Street, Somerset, introduced PECS to a class of 6, 4/5 year old children, with severe communication difficulties, and of whom 5 have autistic spectrum disorders. The work started mid-September 1998 and within weeks all children who were previously at a pre-verbal level, were verbalising, and now five months on are using spoken language to communicate spontaneously with and without the use of symbols/words.