AAC and Autism: Manual Signs and Pecs, a Comparison

Abstract

Autism Spectrum Disorders (ASD) represent a heterogeneous group of disorders, with onset in developmental age, which present a clinical expressiveness that varies from subject to subject and in the same subject over time. The DSM 5 defines Autism Spectrum Disorders according to two main criteria: persistent deficits in social communication and social interaction in multiple contexts and limited and repetitive patterns of behavior, interests or activities. This disorder can manifest itself across a broad spectrum of severity levels. Indeed, ASD includes clinical conditions from low functioning (LF—Low Functioning) to high functioning (HF—High Functioning), taking cognitive and adaptive functioning as a reference. One of the main characteristics of individuals with ASD is a delay in receptive and expressive communication. These deficits have led to the identification of evidence-based practices, particularly for those with severe communication difficulties. Augmentative Alternative Communication (AAC) has been implemented to compensate for deficits in functional communication and language skills in individuals with complex communication deficits. The AAC comprises communication systems including the Manual Signs, speech and image output devices (Communicators), and Image Exchange Systems (PECS); these systems have been shown to actually improve various abilities in autism such as social skills, modify and improve dysfunctional behaviors and, above all, improve learning. Recent meta-analyses have shown how PECS and Manual Sign can have great effects on the communication skills of young people with autism. The aim of this study is to compare these two types of intervention to improve communication in terms of vocalization in subjects with ASD and try to understand which of the two lead to more significant and rapid improvements.

Scoping review on communication systems used by adults with severe/profound intellectual disability for functional communication

“…PECS was originally developed to enable children on the autism spectrum to communicate functionally (Bondy & Frost, 1994) and has been since used widely with people with other disabilities (Bracken & Rohrer, 2014). PECS is an evidence‐based practice (Frolli et al, 2022; Hume et al, 2021; Steinbrenner et al, 2020) used to support people on the autism spectrum to enhance social, communication and joint attention skills (Wong et al, 2015). Stoner et al's (2006) PECS intervention consisted of four phases.…”

“…PECS was originally developed to enable children on the autism spectrum to communicate functionally (Bondy & Frost, 1994) and has been since used widely with people with other disabilities (Bracken & Rohrer, 2014). PECS is an evidence-based practice (Frolli et al, 2022;Hume et al, 2021;Steinbrenner et al, 2020)…”

Atención del Trastorno del espectro autista y epilepsia a través de Sistemas Aumentativos/Alternativos de Comunicación

“…El contexto implica la evaluación del entorno en el cual el menor interactúa (Sievers et al, 2018). Según (Frolli et al, 2022) se debe realizar una evaluación pormenorizada de localizaciones como la escuela, el domicilio, las sesiones con los profesionales o incluso otros lugares que el niño transite con frecuencia como podría ser el parque. En la misma línea, (Pelphrey et al, 2014) indican que la evaluación de las competencias generales del desarrollo de la persona con TEA y epilepsia resulta fundamental para la aplicación de un SAAC.…”