Using the Picture Exchange Communication System to Increase the Social Communication of Two Individuals with Severe Developmental Disabilities
- 1.1k Downloads
The purpose of this study was to examine the effectiveness of the PECS with Peers protocol developed by Garfinkle and Schwartz (1994), which uses The Picture Exchange Communication System (PECS) as a means of increasing social communication between individuals with disabilities and their peers. Two females with severe communication delays and developmental disabilities served as participants and one male with developmental disabilities and one female without disabilities acted as their peers. A multiple baseline across behaviors (i.e., greetings, requests, and responses) design was used to assess the effectiveness of PECS on social communication as well as to examine whether using PECS led to increases in the participants’ verbal communication. Both participants increased their social interactions using PECS with their peer and also demonstrated a general preference for verbal communication. Social validity questionnaires indicated that teachers and parents found the social communication skills to be important and that this intervention was helpful.
KeywordsPECS Social communication Severe developmental disabilities Augmentative and alternative communication Intervention
This study was completed by the second author in partial fulfillment of the requirements for the degree Master of Arts in special education.
- Bandura, A. (1977). Social learning theory. Englewood Cliffs: Prentice-Hall.Google Scholar
- Beukelman, D. R., & Mirenda, P. (2006). Augmentative and alternative communication: Supporting children and adults with complex communication needs. Baltimore: Brookes.Google Scholar
- Boardmaker Software™. (2009). Retrieved September 25, 2009 from http://www.mayer-johnson.com/Boardmaker.
- Charlop-Christy, M. H., Carpenter, M., Le, L., LeBlanc, L. A., & Kellet, K. (2002). Using the picture exchange communication system (PECS) with children with autism: assessment of PECS acquisition, speech, social-communicative behavior, and problem behavior. Journal of Applied Behavior Analysis, 35, 213–231.CrossRefPubMedGoogle Scholar
- Downing, J. E. (2001). Teaching communication skills to students with severe disabilities (2nd ed.). Baltimore: Brookes.Google Scholar
- Frost, L., & Bondy, A. (2002). The picture exchange communication system training manual. Newark: Pyramid Educational Products, Inc.Google Scholar
- Garfinkle, A. N., & Schwartz, I. S. (1994). PECS with peers: Increasing social interaction in an integrated preschool. Paper presented at the meeting of The Association for the Severely Handicapped, San Francisco, CA, November.Google Scholar
- Kennedy, C. H. (2004). Social relationships. In C. H. Kennedy & E. M. Horn (Eds.), Including students with severe disabilities (pp. 100–119). Boston: Pearson Education.Google Scholar
- Lund, S. K., & Troha, J. M. (2008). Teaching young people who are blind and have autism to make requests using a variation on the picture exchange communication system with tactile symbols: a preliminary investigation. Journal of Autism and Developmental Disorders, 38, 719–730.CrossRefPubMedGoogle Scholar
- Sigafoos, J., O’Reilly, M., Ganz, J. B., Lancioni, G. E., & Schlosser, R. W. (2005). Supporting self-determination in AAC interventions by assessing preference for communication devices. Technology and Disability, 17, 1–11.Google Scholar
- Tincani, M., Crozier, S., & Alazetta, L. (2006). The picture exchange communication system: effects on manding and speech development for school-aged children with autism. Education and Training in Developmental Disabilities, 41, 177–184.Google Scholar