Comparing the Picture Exchange Communication System and Sign Language Training for Children With Autism

Abstract

This study compared the effects of Picture Exchange Communication System (PECS) and sign language training on the acquisition of mands (requests for preferred items) of students With autism. The study also examined the differential effects of each modality on students' acquisition of vocal behavior. Participants Were tWo elementary school students With autism enrolled in a suburban public school. Training sessions involved presentations of preferred items, prompting and prompt fading procedures. Probes Were conducted to evaluate the generalization of learned mands to classroom teachers. For one participant, sign language training produced a higher percentage of independent mands. PECS training produced a higher percentage of independent mands for the other participant. For both participants, sign language training produced a higher percentage of vocalizations during training. Mands learned With the experimenter generalized to classroom teachers. The results of the study suggest that acquisition of picture exchange and sign language may vary as a function of individual student characteristics, specifically, motor imitation skills prior to intervention. HoWever, further research is needed to determine the optimal procedures for teaching both modalities to students With communication difficulties.

Creating Inclusive Environments for Children with Autism

“…The presentation of speech training programs is particularly ineffective among those children with ASD who have poor verbal imitation skills (Yoder & Layton, 1988). Incorporating SL gestures into the inclusive classroom setting serves to benefit all learners (Bonvillian, Nelson & Rhyne, 1981;Tincani, 2004). Teaching typically developing children SL has become commonplace in mainstream society, as a means to pair spoken language with gestures.…”

A Meta-Analysis of Single Case Research Studies on Aided Augmentative and Alternative Communication Systems with Individuals with Autism Spectrum Disorders

“…This meta-analysis was limited to single case studies; therefore, by excluding group studies, the scope of this investigation is reduced in that it does not summarize all available evidence on the effects of AAC interventions. Finally, this meta-analysis is limited in that it only included research on aided AAC interventions for individuals with ASD; thus, it did not investigate the effects of unaided AAC, such as manual sign language, which has been successfully implemented with individuals with ASD (e.g., Tincani, 2004). Note: Diagnostic codes: AUT = autism/autistic disorder only (or only co-morbid with speech-language impairment); DD = developmental delay, developmental disability, mental retardation, cognitive/intellectual impairment; HI = hearing impairment; PDDNOS = pervasive developmental disorder-not otherwise specified; VI = visual impairment.…”

The state of research and practice in augmentative and alternative communication for children with developmental/intellectual disabilities

“…Unaided modes have been shown to support language learning in children with developmental disabilities that can be associated with intellectual disabilities [like autism ;Tincani, 2004;see Goldstein, 2002, for a review]. When considering intellectual disability more specifically, the literature is mixed.…”