Pec Vs Autism

There are many different obstacles autism spectrum individuals have to overcome in their daily lives; social insecurities, eye contact, appropriate spatial awareness etc. But in most cases, their biggest hurdle is mostly their communication skills; it’s been shown that communication impairment is at the heart of autism spectrum disorder (ASD) and that children with ASD can show a wide range of communication skills as discussed by Agius and Vance (2015). According to Agius and Vance, there is up to a 30% positive diagnosis of children with ASD who will forever remain nonverbal (no consistent verbal communication). With such a high percentage of ASD children it is recommended that their communication and learning needs are to be addressed by using the Picture Exchange Communication System (PECS), it has been shown as an effective intervention that addresses individuals with ASD and their learning and communication needs (Ogletree, Morrow-Odom, & Westling, 2015). PECS has helped children and young adults with ASD communicate with those around them; their teachers, peers, parents etc.

People with Autism can have difficulties with trying to make friends. They tend to appear cold and aloof, and they prefer to be alone. [2] The service user will have difficulties talking to others and the service user might need other ways of communicating for example, they might need PECS to help them. The Picture Exchange Communication System helps people who struggle with their speech and need help identifying everyday things. PECS also helps the service user spell and distinguish different letters and their sounds.

The method describes the participants as two children diagnosed with autism and had language skills that were appropriate for the Social Stories intervention. The participants were in two different general education kindergarten classrooms, full-time at a public elementary school. The fist participant, Matt, was a 6-year-old Asian American boy who had a teaching assistant assigned to his classroom and the second participant, Ted, was a 5-year-old Caucasian boy who had a teaching assistant assigned to accompany throughout the school day. The participants received training sessions one to four times per-week that were conducted in private rooms for 10 to 20 minutes in the morning before class at each participant’s school. The participants only read Social Stories that only pertained to their individual targeted behaviors for intervention. The stories used had no pictures, only large text on white paper. The participants were read one story per

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(3), 213-231.

The participants in this study were 19 boys and one girl with autism and received 40 hours per week of this type of intervention for two years. Following the completion of this intensive ABA, students received supplemental instruction for the next two years while entering school. The average age of the participants was 41.5 months with a range of 20-65 months. Thirteen of the children were receiving intervention prior to age 4. Eighteen of the children were diagnosed with autism and the remaining two had labels of

144). Some other techniques for improving the learning experience of students with autism are structured teaching, speech and language therapy, social skills therapy, and occupational therapy. Keeping a structured and predictable schedule is imperative when instructing a child with autism. The child will also, most likely, need some specialized classes in speech as well as instruction in appropriate social interaction, as one symptom of autism is a lack of comprehension of social norms. Educators need to keep in close contact with the team responsible for the student’s educational plan and diagnostic write-up to ensure that there are no large gaps in the educational programs suggested and the ones being applied.

Ganz and Simpson (2004) were attempting to discredit this argument. They did this by trying to determine if the language abilities of three children with ASD would increase after the inclusion of a PECS program into their treatment plans. The researchers in this article found that two of the children who took part in this study made large gains in their ability to use the PECS system (they were both able to make it the phase 4). However, the third participant was unable to master any levels of the PECS protocol and, instead, had to use a modified PECS system. They also found that none of the three participants readily verbalized their wants at any point of the PECS phases, showing that the use of PECS is not always going to lead to an increase in expressive communication skills. This result adds strength to the argument that PECS interventions, don't increase the verbal communication abilities of children with ASD. However, the PECS program was still able to increase requesting capabilities. The researchers brought up other areas that require further research. These areas included; the need to understand comorbid diagnoses, other factors that might lead to an individual not being positively affected by a PECS program, and the modification of

The Picture Exchange Communication System (PECS) was designed for the learner to be taught to give a picture of a desired item to a communicative partner in exchange for the item. Five studies were found that has based (PECS) to be sound evidenced-based practices. The PECS can be used for intervention to help improve behavior skills, communication, and social skills. Furthermore, it can be used in all many settings such as home and schools. If clients cannot communicate effectively, it can cause behavioral issue to occur (National Professional Development Center on Autism Spectrum Disorders,

This paper presents the Picture Exchange Communication System (PECS), which is a behaviorally image based message that was developed in 1985 by Andrew S. Bondy Ph. D and Lori Frost, M.S., CCC/SLP in order to help children under the Autism Spectrum Disorder (ASD) to communicate with their environment. In this work I would like to present to the reader the theory behind this social intervention for children with autism which is Applied Behavior Analysis (ABA), then I want to explain the six phases of PECS, and the application within the classroom settings. At the end, these definitions would help us to better understand concepts and try to apply this technique in our diverse teaching-learning settings in order to help children under the Autism

Communication is significant issue for many children with autism. They do not contact with other people clearly, and they also have many issues in using the language correctly. In the article “Cerebellum, Language, and Cognition in Autism and Specific Language Impairment” Hodge (2010) writes that children with autism have difficulties at the individual understands (receptive language) as well as what is actually spoken by the individual (expressive language) are significantly delayed or nonexistent. In other words, children with autism face difficulties to express their thoughts clearly or response to other people. However, In the article “Making Meaningful Worlds: Role-Playing Subcultures and the Autism Spectrum” Fein (2015) claims that there

To encourage the development of social skills students are encouraged to interact with one another throughout the day in a variety of methods, including partner work, small group activities, and large group activities. These teaching techniques enable autistic children to relate to their peers. As autistic children relate to their peers more they are more accepted and in turn continue to learn and acquire new and improved social skills.

The study observed three boys with Autism aged 3-8 years who all had limited communication

Children with autism demonstrate impairments in social interactions, social reciprocity, relationships, verbal and nonverbal communication, imitation, and play skills (American Psychiatric Association, 2001). However, children diagnosed with autism have been demonstrated to experience deficiencies to initiate or maintain conversations with their peers, in particular those activities that are interesting for them. In recent studies, interventionists have been shown to implement methods to teach social imitations and interactions to this group of children.Using video modeling intervention to teach social skills to children with autism has demonstrated throughout several years to be a useful intervention to teach communication skills to children

Information communication technology (ICT) use among people with autism has facilitated a great impact on patients in various ways. It is recommended that patients use the software-programmed devices that have been designed to interact at various levels that will help the patients respond better to an understanding of body language and social skills. Computer technologies also enhance communication with ASD patients virtually, using emails, as they are considered difficult to communicate through face-to-face dialogue (Berkell Zager, Wehmeyer, & Simpson, 2012: 299). Graphics and diagrams in other software programs are among the current trends that allow adults with ASD to cope at their place of work,

This system of communication makes easier for the person with autism to let others know what their need or want, as well as reducing the frustration of the person with autism for not being able to communicate. Indeed, The Picture Exchange Communication System has many positive aspects and is a well-organized and supervised system.