A Review and Analysis of the Picture Exchange Communication System (PECS) for Individuals With Autism Spectrum Disorders Using a Paradigm of Communication Competence

Autor/inn/en	Ostryn, Cheryl; Wolfe, Pamela S.; Rusch, Frank R.
Titel	A Review and Analysis of the Picture Exchange Communication System (PECS) for Individuals With Autism Spectrum Disorders Using a Paradigm of Communication Competence
Quelle	In: Research and Practice for Persons with Severe Disabilities (RPSD), 33 (2008) 1-2, S.13-24 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-7969
Schlagwörter	Models; Autism; Interpersonal Communication; Augmentative and Alternative Communication; Pictorial Stimuli; Attention; Generalization; Questioning Techniques; Children; Adolescents; Intervention; Literature Reviews + Suchen Sie Ihr Suchwort? Analogiemodell; Autismus; Interpersonale Kommunikation; Fantasieanregung; Aufmerksamkeit; Befragungstechnik; Fragetechnik; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher
Abstract	Research related to the use of the Picture Exchange Communication System (PECS) with individuals having autism spectrum disorders (ASDs) was examined using a communication competence paradigm detailed by J. C. Light (1988, 1989, 2003). Communication components were operationalized based on skills identified in ASD research. A review was conducted to examine general PECS outcomes and outcomes related to communication competence including generalized, spontaneous, and joint attention abilities, and maintenance. Results indicated that there were few empirical studies related to the PECS. Of note, the reported studies indicated generally positive outcomes for individuals with ASDs, particularly related to manding and generalization. When the communication competence paradigm was applied, results indicated that, in its present form, the PECS needs to be used as a part of a multimodal communication system. Results suggest that training related to the PECS includes joint attention and question asking. Recommendations for the use of PECS and future research with individuals having ASDs are outlined. (Contains 3 tables.) (As Provided).
Anmerkungen	TASH. 1025 Vermont Avenue 7th Floor, Washington, DC 20005. Tel: 202-263-5600; Fax: 202-637-0138; Web site: http://www.tash.org/publications/rpsd/rpsd.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10