Picture Exchange Communication Research Paper

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.

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.

The Concrete Operational Stage (7-11): - A this stage the child can operate objects and understand them providing they can se them and/or are holding them. The child can count, spell, read etc. Although the child still needs some objects i.e. fingers, toys to count there is still a need for visual assistance. The child is developing a less egocentric perspective.

The first of the four stages, sensorimotor, occurs from birth to the time the child is two years old. The preoperational stage begins when the child is about two years old and continues until the child is seven. The next stage, and also the stage in which Pelzer is in during a greater part of this memoir, is the concrete operational stage. This stage continues until the child is roughly eleven years old. The final stage lasts into adulthood. This stage is called formal

Stage four is the latency stage, or the school-age child from about six to twelve. The task is to develop a capacity for industry while avoiding an excessive sense of inferiority. Children must "tame the imagination" and dedicate themselves to education and to learning the social skills their society requires of them. At this stage, the parents and other family members are joined by teachers, peers, and other members of he community at large. They all contribute: Parents must encourage, teachers must care, peers must accept. Children must learn that there is pleasure not only in conceiving a plan, but also in carrying it out. They must learn the feeling of success, whether it is in school or on the playground, academic or social.

One of the aspects of PECS that I like is how the people around the individual to use this system can see the results and progress, and how the person can implement the same communication skills in different settings. In comparison to others non-verbal communication systems for people with autism from past readings, it seems that PECS have better outcomes and is more recommendable to use. Although PECS can present difficulty at interpreting some of the used symbols, like the generic and mood/feeling symbols. The identification of feelings through cards could represent an issue because a person with autism presents difficulty at identifying their mood and feelings.

Piaget’s stages of development are broken into stages of growth to bridge the connection between cognitive and biological development. According to Piaget, there are four stages to cognitive development; Sensorimotor, Preoperational, Concrete Operations and Formal Operations. In the sensorimotor stage, children form babies to two years old, experience and gather information by using the five senses.

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 third stage is the Concrete Operational Stage, which occurs around age seven to age eleven. This stage marks the beginning of logical or operational thoughts for the child. Their thinking becomes less egocentric, and the child can now understand that although the appearance of something changes, the “thing” itself does not. For example, if a child decided to spread out a pile of blocks, they know there are still as many blocks as there were before, even though it looks different.

During this stage the child starts to use symbolism so the development of language is very fast during this period, but they can not see other points of view, it is all from their own perception. Piaget believed that the child in this stage was not capable of logical thought (Lee and Gupta).

Piaget suggests that development in children occurs in four stages: sensorimotor, preoperational, concrete operational and formal operational.

Focusing on children’s development and developing a proper classroom and lesson plan well help you to properly prepare and help each student in your center. Throughout this paper we will summarize Piaget’s Stage Theory, identify and describe the developmental characteristics of the age group of 2-4 years old, design and describe the physical layout of facility or classroom that aligns with Piaget’s Stage Theory, and create an activity for each developmental domain.

Children in this stage do not yet understand concrete logic and cannot mentally manipulate information.

In this stage the child not only gets his/her moral basis from the adults or the older guardians but in this stage they learn that there is not only one point of view and each individual has his or her own point of views

Piaget’s stages are divided into four main steps of cognitive development. Stage one