The Importance Of PECS

CHAPTER THREE

PECS

Introduction

Every student has the right to communicate their thoughts and needs. Having a way to communicate is essential to everyday living. This can be done through sign language, gestures, pictures, written words, speech or by using a communication device. Expressing one’s needs, developing relationships, sharing information, and participating in social interactions are all ways an individual can benefit from using communication (Schlosser & Sigafoos, 2006). Individuals with severe disabilities often struggle to learn and use communication skills (Dawson & Osterling,1997). If a need is evident the teacher and their team are responsible for providing ways for student to effectively communicate. Picture Exchange

PECS has become an increasingly popular, easily implemented means to teach an alternative form of communication (Sulzer-Azaroff, Hoffman, Horton, Bondy, & Frost, 2009). PECS has acquired a significant amount of consideration in literature for being a proficient EBS that encourages functional communication is individuals with developmental disabilities (Flippin, Reszak, & Watson, 2010). PECS was identified as an EBS in 2008 when The National Professional Development Center (NPDC) adopted PECS as one of 27 evidence based practices. These practices were selected based on their effectiveness as shown through numerous peer review studies and high-quality research published in scientific journals. PECS is an augmentative and alternative communication (AAC) system that provides a way for individuals with developmental disabilities to improve spontaneous functional communication skills (Bondy & Frost, 1993). PECS is a behaviorally-based intervention that teaches the student to use pictures cards as symbols to communicate with others (Frost & Bondy,

The purpose of the study was to find out if adults with developmental disabilities who lack functional communication skills can be taught to use PECS. The ages of the three individuals ranged from 23yrs-38yrs. The following were participants in the study: Mary was diagnosed with severe developmental disabilities and used hand gestures to communicate. Her expressive language was comprised of 20 words. Mary’s expressive language was difficult to decipher and mainly understood by her family and those who spent a considerable time with her. Kim was diagnosed with cerebral palsy and did not have any verbal skills. To inform someone she was hungry Kim would place her fingers in her mouth. Kim also expressed that she needed to use the restroom by touching her nose and rubbing her tummy at the same time. Paul was diagnosed with down syndrome and is nonverbal. To state what he wants, Paul points as well as uses gestures. All three participants had no formal education (Conklin & Mayer, 2011). The participants communication skill level ranged from a 1yr old to a 1yr, 3-month year old. The study followed all the required steps necessary to implement PECS with fidelity. All three participants completed a total