INTERVENTION PROGRAM

Picture Exchange Communication System

Abstract

In this study, we try to explore the concept of Picture Exchange Communication System (PECS) in a holistic context. The paper also discusses the improvements that PECS program has brought in the learning capacity of children with communication difficulties. Picture Exchange Communication System is an amplified system which is used to teach the social and communication skills to the individual who faces difficulty in attaining determined knowledge. This intervention is primarily used for children with autism; however, the research studies state that it can be effective to assist children with other communication problems. This research paper focuses on the evaluation of the outcomes which are observed in the behaviour and the learning of the children who have difficulty in communication. Finally, the research focuses on the process of Picture Exchange Communication System and how it affects the learning in children with communication difficulties, especially children with autism.

Key Words: Picture Exchange Communication System, skills, behavioural outcomes, communication process, learning, autism

Table of Contents

Abstracti

Introduction1

Discussion2

Picture Exchange Communication System (PECS)2

Phases of Picture Exchange Communication System (PECS)4

Phase 15

Phase 25

Phase 35

Phase 46

Phase 56

Phase 67

Responsibility of the Trainer7

Literature Review8

Ponder Highlights10

Conclusion12

Recommendations13

References15

Picture Exchange Communication System

“PECS has provided the student different ways to express themselves, and they are motivated in everyday activities… they seem much happier and self complied.” (Teacher)

Introduction

For many years in the past, researchers have been finding ways to cure children with autism. Many different treatments have been proposed and promoted to bring about significant change and improvement for such children. However, some of the studies including controlled studies in which randomized controlled trials are non-existent, and when they are applied to the real lives, the results deviate from the expected outcomes (Gordon et.al, 2009, p. 447).

Furthermore, the researchers have concluded in the recent years that the effective outcomes stem from the early investigative behavioural interventions. Beside the effectiveness of behavioural studies, there are many questions that need to be specifically answered for the expected outcome. However, there is a growing evidence of general strategies that can be implemented in the effective outcome of problems associated with autism (www.pecs.org.uk).

According to the statistics, it has been estimated that 80% of children who suffer autism and enter education at 5 years or older have extremely limited language. However, either they do not speak at all, or their speaking ability is limited to self stimulatory. Autism is a neural disorder which is characterized by the difficulty in communication and social interaction (www.pecs.org.uk).

Furthermore, the children with this disorder have estimated that between one third and two third of children with autism never acquire the skills of speaking useful language. Therefore, the system is introduced in which children can communicate their needs and whatever they want by the help of pictures. This is classified as the incidental teaching procedure, and it requires the minimal use of spoken collection. This system is termed as the Picture Exchange Communication System (PECS), and it was developed in response to promote the effective communication system for children with autism (Tissot ...