A Review and Analysis of the Picture Exchange Communication System (PECS) for Individuals with Autism Spectrum Disorders Using a Paradigm of Communication Competence

Ostryn, Cheryl; Wolfe, Pamela S.; Rusch, Frank R.

doi:10.2511/rpsd.33.1-2.13

Cited by 30 publications

(17 citation statements)

References 38 publications

(86 reference statements)

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“…Both picture-exchange-based aaC and speechgenerating devices (SGDs) have been demonstrated, via meta-analyses and systematic reviews, to have at least moderate effects overall on outcomes for people with aSD (flippin, reszka, & Watson, 2010;Ganz, earles-Vollrath, et al, 2012;Ostryn, Wolfe, & rusch, 2008;Preston & Carter 2009). although recent papers have investigated the use of current technologies (e.g., handheld-device and tablet-based aaC applications or apps) with people with aSD (flores et al, 2012;Ganz, Boles, Goodwyn, & flores, 2014), this is an emerging area, and the efficacy of these technologies is unclear.…”

Section: Effective Aac Modes For People With Asdmentioning

confidence: 99%

AAC Interventions for Individuals with Autism Spectrum Disorders: State of the Science and Future Research Directions

Ganz

2015

Augmentative and Alternative Communication

120

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Augmentative and alternative communication (AAC) provides a means of effective communication to individuals with autism spectrum disorder (ASD), many of whom are unable to use conventional speech effectively. The purposes of this article are (a) to summarize and synthesize the last few decades of research on the use of AAC with people with ASD; (b) to indicate implications of this research for stakeholders such as people with ASD, their family members, and educators with whom they work; and (c) to outline priorities for future research to improve communication and other outcomes for individuals with ASD and their loved ones. People with ASD stand to greatly benefit from AAC, particularly with current AAC technologies, as described in this article.

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Section: Effective Aac Modes For People With Asdmentioning

confidence: 99%

AAC Interventions for Individuals with Autism Spectrum Disorders: State of the Science and Future Research Directions

Ganz

2015

Augmentative and Alternative Communication

120

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“…Several literature reviews reveal that PECS has been widely used to develop the functional communication skills of individuals with ASD and other developmental disabilities and that PECS is both appropriate and effective for individuals of different ages and ethnicities and with different communication abilities [5][6][7][8][9][10].…”

Section: Introductionmentioning

confidence: 99%

A survey of parents’ perceptions of Picture Exchange Communication System for children with autism spectrum disorders and other developmental disabilities

Alsayedhassan¹,

Banda²,

Lee³

et al. 2019

Clin Arch Commun Disord

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A survey was conducted to examine the perceptions of parents who use the Picture Exchange Communication System (PECS) to help improve the communication abilities of their children with autism spectrum disorder and/or other developmental disabilities. Methods: This online survey gathered demographic information and employed a scale that parents could use to rate their perceptions of PECS in four areas: their knowledge of PECS, the usefulness of PECS, the benefits of PECS, and barriers to the implementation of PECS. The responses of 40 parents were analyzed. Results: The results revealed that parents with higher levels of education reported more knowledge of PECS and integrated PECS into their home lives to a greater degree than did parents with lower levels of education. However, both groups reported that PECS was easy to use and effective in developing the communication abilities of their children with autism. Conclusions: Parents' perceptions are important to building strong, collaborative relationships between parents and professionals who work with children with ASD. Current findings show that parents found PECS to be effective in improving their children's communication skills. Future research is recommended to further examine parents' perceptions of PECS.

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“…As noted by researchers, being a competent communicator goes beyond expressing wants and needs and includes the Lovaas, 1977;New York State Department of Health, 1999;Prelock, 2007;Ritvo & Freeman, 1978;Schopler & Mesibov, 1986;Scott et al, 2000). Furthermore, some individuals with ASD may also require communication systems that augment or provide alternatives to speech (augmentative and alternative communication [AAC]), such as using pictures to communicate (Ostryn, Wolfe, & Rusch, 2008). Initially, when first introducing picture systems, they involve exchanging pictures of objects or written text for items.…”

mentioning

confidence: 99%

Teaching Children With Autism to Ask “What's That?” Using a Picture Communication With Vocal Results

Ostryn

Wolfe²

2011

Infants &Amp; Young Children

Self Cite

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Being a competent communicator is complex and goes beyond expressing simple needs and wants to include having the ability to ask and respond to wh-questions. For individuals with autism spectrum disorders who use pictures to communicate, initiating communications such as questions can be difficult and it has been shown that some picture systems do not include question asking in the curriculum, such as the Picture Exchange Communication System. This study attempted to address this lack of question asking in teaching communication with pictures. The current study investigated how augmentative and alternative communication users learn to communicate, with methods of how vocal individuals with autism spectrum disorders have been taught to ask wh-questions, to teach nonvocal individuals with autism spectrum disorders to ask the question "What's that?" using a picture communication. The results showed that all 3 participants learned to vocally ask "What's that?" without requiring the communication picture, and the training for all participants was completed within 1 to 2 days. Secondary findings included the successful generalization of this question to nontrained settings, communicative partners, and stimuli. This study extends the limited literature on teaching wh-questions to individuals with autism spectrum disorders and supports findings of vocal outcomes with individuals who use picture systems to communicate.

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A Review and Analysis of the Picture Exchange Communication System (PECS) for Individuals with Autism Spectrum Disorders Using a Paradigm of Communication Competence

Cited by 30 publications

References 38 publications

AAC Interventions for Individuals with Autism Spectrum Disorders: State of the Science and Future Research Directions

AAC Interventions for Individuals with Autism Spectrum Disorders: State of the Science and Future Research Directions

A survey of parents’ perceptions of Picture Exchange Communication System for children with autism spectrum disorders and other developmental disabilities

Teaching Children With Autism to Ask “What's That?” Using a Picture Communication With Vocal Results

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