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Alsayedhassan, B., Banda, D. & Griffin-Shirley, N. (2020). Training parents of children with autism to implement the picture exchange communication intervention
Clinical Archives of Communication Disorders Consulte Mais informação...

Clinical Archives of Communication Disorders, 5, 31-41.Abstract: Purpose: We investigated the effects of behavioral skills training package with parents to use picture exchange communication system (PECS) with their children with autism spectrum disorder (ASD) to develop communication skills. Methods: Two parents and their children with ASD (one child per family) participated in this study. A multiple baseline design was used during the parents' training, and a changing criterion design was used during parents' implementation of PECS with children. Results: Results indicated that both parents implemented PECS intervention with their children with high procedural integrity and required minimal feedback through Bug-in-Ear at the end of the intervention. Moreover, both children acquired independent picture exchanges with their parents who implemented PECS training and generalized and maintained the skills. Conclusions: The findings suggest that when parents receive appropriate training and feed-back, they can train their children to use PECS to independently request desired items or activities. The current study extends existing research on PECS by teaching parents as the primary PECS trainers to implement the strategy with their children. 

Alzrayer, N. (2020). Transitioning from a low- to high-tech Augmentative and Alternative Communication (AAC) system: effects on augmented and vocal requesting.
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Augmentative and Alternative Communication, https://doi.org/10.1080/07434618.2020.1813196'>https://doi.org/10.1080/07434618.2020.1813196.ABSTRACT: A considerable number of studies have demonstrated that augmentative and alternative communication (AAC) is effective in increasing speech production in some children with autism spectrum disorder (ASD). Thus, this study aimed to (a) investigate the effects of a Picture Exchange Communication System (PECS) Phase IV protocol on the acquisition of spontaneous augmented requests, (b) evaluate the impact of progressive time delay and synthetic speech output on the development of vocal requests, and (c) determine the participants' preferences for each modality after reaching mastery. A multiple-baseline design across four children with ASD was used to measure the acquisition of augmented and vocal requests during the transition from low-tech to high-tech AAC systems. During a natural condition (i.e., playtime), a modified PECS Phase IV protocol was applied to teach the participants to request by producing multisymbol messages (e.g., I WANT þ names of a preferred item) using an iPad as well as vocalizations. After mastery, the participants' preference for using the modified PECS Phase IV app or the communication book was assessed by comparing the response allocations. The preliminary results suggest that the modified PECS protocol can be used to transition from a low to high-tech communication modality.

Bakhtiarvand, M., Zaraii Zavaraki, E., Sharifi Daramadi, P., Jafarkhani, F., Delavar, A. (2022) Research Synthesis of the Components of Instructional Model Technology-Based Picture Exchange Communication System in the Education of Children with Autism Spectrum Disorder
MEJDS 2022; 12 :97-97

Bondy, A. & Frost, L. The Picture Exchange Communication System (PECS)
AUTISM ADVOCATE Parenting Magazine, 24-27 Consulte Mais informação...

The Picture Exchange Communication System [PECS®) was first described in autism research literature in the early 1990s. Since that time, there have been almost 200 publications about the PECS protocol from countries around the world. The manualized PECS protocol has six key phases beginning with simple requests involving single icons, and building toward commenting, responding to other people's communication, and increased message length through picture combinations.1 We developed the protocol with very young children with autism spectrum disorder [ASDJ, but there are now publications involving adolescents and adults, as well as individuals with a wide variety of learning needs.

Bondy, A., Horton, C. & Frost, L. (2020). Promoting functional communication within the home
Behavior Analysis in Practice Consulte Mais informação...

Functional communication skills are essential for all learners and must be promoted within all environments, including the home. During this time of home confinement, many families will need to look at opportunities for their children to use existing functional communication skills or even to acquire new skills. This article describes a set of 9 critical communication skills and provides a variety of examples of how families can improve the use of these important skills. Some of these involve speaker (expressive) skills, whereas others involve listener (receptive) skills.

Hughes-Lika, J. & Chiesa, M. (2020). The picture exchange communication system and adults lacking functional communication: A research review.
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PECS training for children with Autism Spectrum Disorder and Intellectual Disabilities has been extensively evaluated. In contrast, there is a dearth of literature on outcomes of PECS training for adults lacking functional communication skills. A literature search produced five empirical studies involving PECS training with 18 adults. The participants involved presented with a wider range of intellectual and physical challenges than those typically found in child-related research. Where noted, severity of diagnoses ranged from mild to profound and included participants with single, dual and triple diagnoses, the majority with dual diagnoses. Each of the studies shows results in line with child-related research. While the amount of research is limited, the outcomes of these few studies are profound in their implications for adults with a variety of intellectual disabilities and physical challenges. Implications for both children and adults are considered.

Koudys, J., Perry, A., & McFee, K. (October 2022). Picture Exchange Communication System® (PECS®) Use in a Community Setting: A Preliminary Investigation
Journal of Developmental and Physical Disabilities; New York Vol. 34, Iss. 5, (Oct 2022): 829-852. DOI:10.1007/s10882-021-09826-5 Consulte Mais informação...

Communication deficits are one of the core symptoms of autism spectrum disorder (ASD). As such, individuals diagnosed with ASD are often taught to communicate using augmentative and alternative communication (AAC) systems. One of the most commonly used AAC systems is the Picture Exchange Communication System® (PECS®). Despite the prevalent use of PECS within clinical and educational settings, there exists little empirical information about the use of PECS in community settings, such as summer camps. The present preliminary investigation explored the nature of participants’ PECS use in a community setting using various sources of data from multiple respondents. Fidelity of PECS implementation was also examined. Twenty-two children and youth, the majority of whom scored substantially below average on standardized measures of cognitive and adaptive abilities and in the “severe” range of ASD symptomatology, were taught to use PECS within a therapeutic summer camp. Overall, results indicate that participants were reported to use PECS to request a diverse array of reinforcing items, across a variety of activities and environments. Increased PECS use and appropriate communicative behavior was observed, as well as reductions in contextually inappropriate behavior. Results were reported by parents to generalize to the home environment. Further, PECS was implemented with adequate fidelity by community implementors. Implications for communication training within community settings are discussed.

Koudys, J., Perry, A., McFee, K. (Oct. 2022) Picture Exchange Communication System® (PECS®) Use in a Community Setting: A Preliminary Investigation
Journal of Developmental and Physical Disabilities Vol. 34, Iss. 5, (Oct 2022): 829-852. Consulte Mais informação...

Communication deficits are one of the core symptoms of autism spectrum disorder (ASD). As such, individuals diagnosed with ASD are often taught to communicate using augmentative and alternative communication (AAC) systems. One of the most commonly used AAC systems is the Picture Exchange Communication System® (PECS®). Despite the prevalent use of PECS within clinical and educational settings, there exists little empirical information about the use of PECS in community settings, such as summer camps. The present preliminary investigation explored the nature of participants’ PECS use in a community setting using various sources of data from multiple respondents. Fidelity of PECS implementation was also examined. Twenty-two children and youth, the majority of whom scored substantially below average on standardized measures of cognitive and adaptive abilities and in the “severe” range of ASD symptomatology, were taught to use PECS within a therapeutic summer camp. Overall, results indicate that participants were reported to use PECS to request a diverse array of reinforcing items, across a variety of activities and environments. Increased PECS use and appropriate communicative behavior was observed, as well as reductions in contextually inappropriate behavior. Results were reported by parents to generalize to the home environment. Further, PECS was implemented with adequate fidelity by community implementors. Implications for communication training within community settings are discussed.

Leaf, J.B., Leaf, R., McEachin, J. & Bondy, A. (2021). The importance of professional discourse for the continual advancement of practice standards: The RBT• as a case in point.
Journal of Autism and Developmental Disorders, 51(5).1789-1801.

McHugh, C. L., & Zane, T. (2022). Picture Exchange Communication System: Is there science behind that?
Science in Autism Treatment, 19(5)

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