HOW EFFECTIVE IS THE USE OF THE PICTURE EXCHANGE COMMUNICATION SYSTEM FOR NON-VERBAL PRE-SCHOOLER

How effective is the use of the Picture Exchange Communication system for Non-Verbal pre-Schooler

Picture Exchange Communication system

Introduction

Many young children with autism spectrum disorder (ASD) do not use words or even imitate sounds the way typically developing children do. Instead these children sometimes pull their parents' arm to guide them to what they want without looking at them or making a sound. They may also appear to be unaware that they can let another person know what they want by looking at them, vocalizing, or gesturing. This difficulty in acquiring and using communication skills in a social context is one of the hallmarks of autism spectrum disorder.

Picture Exchange Communication system

It is critical that children learn a system of communicating as early as possible. When a child does not make very many sounds, does not use sounds or words to tell people things, or does not imitate sounds, (Cavallaro, 2003, 70) it is very difficult to communicate. This can be frustrating for the child as well as the adults who care for him. Sometimes teaching a simpler way to communicate makes it easier for the child to let people know what they want. Sign language and picture boards are two types of augmentative communication systems that are sometimes taught to people who are unable to speak. Another augmentative system is the Picture Exchange Communication System, or PECS, as it is commonly known. (Bryan, 2000, 567)

The Picture Exchange Communication System (Bondy & Frost, 1994) is designed to teach children with limited functional communication skills to initiate interacting and communicating within a social context.

PECS was initially developed at the Delaware Autistic Program for preschool children with autism, related pervasive developmental disorders and other communicative disorders. After trying a number of communication training programs, including teaching motor and/or imitation skills, sign language, and picture point systems, program staff noted that the students still had no reliable way of making their basic needs and wants known. Many children still did not initiate the communication exchange. The frustration over not being able to communicate or having their message misunderstood often resulted in acting-out behaviors. (Bonvillian, 2006, 339)

This realization led to the development of PECS, which emphasizes communicating within a social context resulting in a more clearly understood message. PECS is based on the principles of applied behavior analysis (ABA) (The reader may wish to review the module on ABA for further explanation of some of the behavioral terms.) Over time PECS has been modified and successfully implemented with older children and adults with disabilities, including those with ASD. It can also be utilized in combination with other communication systems.

A 1994 study of the use of PECS with 85 nonverbal preschool children with autism found that after six months 95% of the children had learned to use the picture symbols for communicating and 76% used a combination of speech and picture symbols to make requests and label items (Baker, 2008, ...