Using the Picture Exchange Communication System With Students With Visual Impairment

Abstract

Students with visual impairment (VI) were taught to request using the Picture Exchange Communication System (PECS) and tangible symbols. Participants were four males with additional disabilities, 5 to 11 years old, who had little to no functional vision. A functional relation between PECS Phase 1 and requesting was established using a multiple baseline single subject design. All students learned to request independently within 7 to 14 sessions in Phase 1. Students maintained requesting above criterion for 1 to 5 months. All students generalized requesting to a new communication partner (CP); however, only two students reached criterion during generalization sessions. Two students learned to seek out a CP 5 feet away to request; however, no functional relation was established for Phase 2. More research is needed to establish PECS as an evidence-based practice for children with VI.