Picture Exchange Communication System With Individuals With Developmental Disabilities: A Meta-Analysis of Single Subject Studies

Hart, Stephanie L.; Banda, Devender R.

doi:10.1177/0741932509338354

Cited by 103 publications

(56 citation statements)

References 51 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Examples include video modeling to demonstrate social skills (Bellini & Akullian, 2007), functional communication training to teach communication skills as a replacement for problem behavior (Hart & Banda, 2010), and differential reinforcement procedures to address difficulties with sleep (Durand, 2014) and feeding (Sharp, Jaquess, Morton, & Herzinger, 2010). A few interventions (e.g., incidental teaching approaches such as PRT) have been described in a manual (Koegel et al, 1989) but not yet tested in group studies.…”

Section: Future Directionsmentioning

confidence: 99%

Evidence Base Update for Autism Spectrum Disorder

Smith

Iadarola

2015

Journal of Clinical Child & Adolescent Psychology

281

170

View full text Add to dashboard Cite

This evidence base update examines the level of empirical support for interventions for children with autism spectrum disorder (ASD) younger than 5 years old. It focuses on research published since a previous review in this journal (Rogers & Vismara, 2008). We identified psychological or behavioral interventions that had been manualized and evaluated in either (a) experimental or quasi-experimental group studies or (b) systematic reviews of single-subject studies. We extracted data from all studies that met these criteria and were published after the previous review. Interventions were categorized across two dimensions. First, primary theoretical principles included applied behavior analysis (ABA), developmental social-pragmatic (DSP), or both. Second, practice elements included scope (comprehensive or focused), modality (individual intervention with the child, parent training, or classrooms), and intervention targets (e.g., spoken language or alternative and augmentative communication). We classified two interventions as well-established (individual, comprehensive ABA and teacher-implemented, focused ABA þ DSP), 3 as probably efficacious (individual, focused ABA for augmentative and alternative communication; individual, focused ABA þ DSP; and focused DSP parent training), and 5 as possibly efficacious (individual, comprehensive ABA þ DSP; comprehensive ABA classrooms; focused ABA for spoken communication; focused ABA parent training; and teacher-implemented, focused DSP). The evidence base for ASD interventions has grown substantially since 2008. An increasing number of interventions have some empirical support; others are emerging as potentially efficacious. Priorities for future research include improving outcome measures, developing interventions for understudied ASD symptoms (e.g., repetitive behaviors), pinpointing mechanisms of action in interventions, and adapting interventions for implementation with fidelity by community providers.Autism spectrum disorder (ASD) is defined by difficulties with reciprocal social communication and stereotyped interests or behaviors (American Psychiatric Association [APA], 2013) that usually emerge in early childhood. About one third of children with ASD have delays in cognitive development and daily living skills (Autism and Developmental Disabilities Monitoring Network, 2014). Co-occurring behavior problems (tantrums, aggression, self-injury, impulsivity, anxiety, extreme food selectivity, insomnia) and medical conditions (e.g., seizure disorder, gastrointestinal disturbance) are also common. Although ASD almost always persists across the lifespan, early intervention can alleviate symptoms (Rogers & Vismara, 2008).ASD has a prenatal origin related to genetic risk and environmental events; however, the precise etiology has not been determined (Volkmar, Paul, Rogers, & Pelphrey, 2014). Although once considered rare, ASD is now estimated to occur in approximately 1 in 68 individuals (Autism and Developmental Disabilities Monitoring Network, 2014). It remains unknown whethe...

show abstract

Section: Future Directionsmentioning

confidence: 99%

Evidence Base Update for Autism Spectrum Disorder

Smith

Iadarola

2015

Journal of Clinical Child & Adolescent Psychology

281

170

View full text Add to dashboard Cite

show abstract

“…Finally, the authors recommend that practitioners start using PECS early in the intervention process to ensure that children reach advanced phases of PECS training where greater gains in speech production may be observed. COMMENTARY T he review by Hart and Banda (2009) regarding the use of PECS for intervention is timely, given the increased incidence of autism spectrum disorders (ASD) and the focus on early intervention for better prognosis. A large number of studies that analyze PECS usage are single-subject research designs, and reviews of these studies are limited.…”

Section: Review-treatment 23mentioning

confidence: 99%

PECS has empirical support, but limitations in the systematic review process require this conclusion to be interpreted with caution

Subramanian

Wendt

2010

Evidence-Based Communication Assessment and Intervention

View full text Add to dashboard Cite

“…These phases are as follows: PECS has been well researched and has been identified as an evidence-based intervention for increasing the functional communication skills of children with ASD (Wong et al, 2013). PECS has been found to increase requesting, social communication, and speech production, and to decrease challenging behaviors (S. L. Hart & Banda, 2010). As Bondy (2011) reported, significant challenges to successful use of PECS include misunderstanding about its roots in ABA, and lack of adequate training and consistency in implementation.…”

Section: Aba-based Methods Used In Schoolsmentioning

confidence: 99%

Team Collaboration: The Use of Behavior Principles for Serving Students With ASD

Donaldson

Stahmer

2014

LSHSS

View full text Add to dashboard Cite

Purpose Speech-language pathologists (SLPs) and behavior analysts are key members of school-based teams that serve children with autism spectrum disorders (ASD). Behavior analysts approach assessment and intervention through the lens of applied behavior analysis (ABA). ABA-based interventions have been found effective for targeting skills across multiple domains for children with ASD. However, some SLPs may be unfamiliar with the breadth of ABA-based interventions. The intent of this tutorial is to briefly introduce key ABA principles, provide examples of ABA-based interventions used within schools, and identify strategies for successful collaboration between behavior analysts and SLPs. Method This tutorial draws from empirical studies of ABA-based interventions for children with ASD within school settings, as well as discussions in the extant literature about the use of behavior principles by SLPs and strategies for interdisciplinary collaboration. Conclusion Given the prevalence of ASD at 1 in 68 children (Centers for Disease Control and Prevention, 2014) and the high cost of serving these children within schools (an average cost of 286% over regular education; Chambers, Shkolnik, & Perez, 2003), the need for effective, comprehensive service provision and efficiency within interdisciplinary teams is paramount. Communication, mutual understanding, and recognition of common ground between SLPs and behavior analysts can lead to successful collaboration.

show abstract

Picture Exchange Communication System With Individuals With Developmental Disabilities: A Meta-Analysis of Single Subject Studies

Cited by 103 publications

References 51 publications

Evidence Base Update for Autism Spectrum Disorder

Evidence Base Update for Autism Spectrum Disorder

PECS has empirical support, but limitations in the systematic review process require this conclusion to be interpreted with caution

Team Collaboration: The Use of Behavior Principles for Serving Students With ASD

Contact Info

Product

Resources

About