Использование электронного коммуникативного приложения на основе PECS в работе с детьми с нарушениями развития. Кейс-исследование

Abstract

<p><strong>Objectives. </strong>The use of alternative and augmented communication in children and adults with developmental disabilities significantly improves the skills necessary for successful social adaptation and learning. The article analyzes the results of using the PECS IV+ tablet communication app in several children with different types of developmental disabilities. <strong>Methods. </strong>Three children with different types of developmental disabilities (including autism, cognitive impairments etc.) aged 5–6 years took part in this case study. Participants study in the preschool department of the “My Planet” Inclusive Center. To test the effects and effectiveness of using the PECS IV+ application, a multiple-baseline design was used. We analyzed the transition from the analog version of PECS to the tablet application. The dependent variables were the number mands (non-verbal request behavior) and episodes of problem behavior. In addition, we calculated the d-Cohen effect size for each participant. <strong>Results. </strong>The average number of requests increased in the intervention phase in two out of three participants, medium effect of changes between phases is recorded for all participants. In terms of the number of episodes of problem behavior, a significant decrease was detected in two of the participants. The strong size of the effect of changes in this parameter between phases was revealed in two of the three participants. <strong>Conclusion. </strong>The study suggests that when using the e-application, the study participants showed reductions in some types of undesirable behaviours, as well as successful requesting skills.</p>