Pesquisa Mais Recente

Mostrando 1 - 10 de 23 resultados
Hill, D., Flores, M., & Kearley, R. (2014). Maximizing ESY services: Teaching pre-service teachers to assess communication skills and implement picture exchange with students with autism spectrum disorder and developmental disabilities.

Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 37, 241-254.
Abstract: The authors supervised and trained pre-service teachers while conducting extended school year (ESY) services for pre-kindergarten and elementary students with autism spectrum disorder (ASD) and other developmental disabilities (DD). Read More...

Khoiriyah, K. (2016). The Picture Exchange Communication System: An approach to optimize communication ability of autistic children

International Conference on Education, 1, 237-247. (Indonesia.)
Abstract: The communication barrier is a disorder condition that is often found among the autistic children. Therefore we need an approach to optimize the communication ability of the autistic children. PECS is very effective to help the autistic children to communicate and to control their emotions. PECS can be used as a starting point to build the interactions during the instruction both between autistic students and their teachers, and between their classmates and the environment more effectively. Read More...

Landa, R, & Hanley, G. (2016). An evaluation of multiple-schedule variations to reduce high-rate requests in the picture exchange communication system.

Journal of Applied Behavior Analysis, 49, 1-6.
Abstract: Using procedures similar to those of Tiger, Hanley, and Heal (2006), we compared two multiple-schedule variations (S+/S– and S+ only) to treat high-rate requests for edible items in the Picture Exchange Communication System (PECS). Two individuals with autism participated, after they showed persistent requests for edible items after PECS training.Read More...

Martocchio, N. & Rosales, R. (2016). An Evaluation of Pyramidal Training to Teach Implementation of the Picture Exchange Communication System: Pyramidal training PECS.

Behavioral Interventions, 31, 265-282.
Abstract: The pyramidal training or train-the-trainer model is a method of training in which a professional teaches a skill to a small group of individuals who then teach that skill to another set of individuals. This model has demonstrated efficacy to teach several behavioral intervention techniques to parents, teachers, and direct care staff in a timely manner. Read More...

McCleery, J., Elliott, N., Sampanis, D. & Stefanidou, C. (2013). Motor development and motor resonance difficulties in autism: relevance to early intervention for language and communication skills.

Frontiers in Integrative Neuroscience, 7,1‐20.
Abstract: Research suggests that a sub‐set of children with autism experience notable difficulties and delays in motor skills development, and that a large percentage of children with autism experience deficits in motor resonance. These motor‐related deficiencies, which evidence suggests are present from a very early age, are likely to negatively affect social‐communicative and language development in this population. Read More...

Montanari, S., Vandromme, L. & Perot, JM. (2015).

Perspective Psychology, Jul/Sep., 1-9. (France).
Abstract: Introduction Among the interventions focused on the communication for the autistic children, the Picture Exchange Communication System seems to lack the support of numerous institutions and speech therapists although few fundamental studies and case studies really show its efficiency. Within the framework of the introduction of the Picture Exchange Communication System in a day hospital in Picardy, we were able to follow the implementation of this method. Read More...

Nam, S. & Hwang, Y. (2016). Acquisition of Picture Exchange-Based vs. Signed Mands and Implications to Teach Functional Communication Skills to Children with Autism.

Journal of Special Education Apprenticeship, 5, 1-15
Abstract: A literature review was conducted to describe important concepts involved in functional analysis of verbal behavior as well as to evaluates empirical research findings on acquisition of picture exchange-based vs. signed mands to suggest instructional implications for teachers and therapists to teach functional communication skills to children with autism. Research findings indicate that children with autism acquire picture exchange responses to mand for reinforcing items more easily and rapidly than signed responses. Read More...

Peirats-Chacón, J. & Vidal-Esteve, I. (2016). Introducing PECS to overcome the communicative limitations in a case of West syndrome,

Journal of Psychology, 34, 71-80. (Spain)
Abstract: This case study tackles the intervention in a four year-old student schooled in a specific class at an ordinary school who was recently diagnosed with West syndrome. Applying during a quarter in a Hearing and Speech classroom The Picture Exchange Communication System (PECS) was applied over a period of an academic quarter in the school’s Hearing and Speech classroom with the goal of helping the student overcome the serious communicative limitations associated with the syndrome. Read More...

Rahman, F., Najmussaqib, A. & Kiani, A. (2016), Adaption of Picture Exchange Communication System (PECS) for children with autism spectrum disorder: A case study of Pakistan

Science International, 28, 451-454. (Pakistan).
Abstract: Management of Autism has been the subject of much academic research around the globe in recent times. Autism affects the child’s communication, socialization and cognition. From many decades Picture Exchange Communication System (PECS) has been successfully used for autistic children and evidenced significant positive results respectively. The present study was aimed at exploring the awareness of the application of this system for autistic children, to check the cultural appropriateness and comprehensibility of (PECS) in Pakistan. Read More...

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