Picture Exchange Communication System Research Articles

Improving the social communication skills of preschoolers with autism spectrum disorder: robot-based intervention on Picture Exchange Communication System use

Objectives Children diagnosed with autism spectrum disorder (ASD) often exhibit challenges in social communication. Picture Exchange Communication System (PECS) is effective in enhancing the social skills of children with ASD, and interventions using social robots are potentially beneficial training tools. However, it is uncertain whether robots can facilitate more effective training for children with ASD compared to human therapists. Methods In the present study, we compared the effectiveness of robot-based and human-based interventions on enhancing the social communication behaviors in young children diagnosed with ASD. The feasibility and efficacy of integrating the PECS in robotic systems were evaluated using a single-case design. Eight children with ASD were randomly assigned to either a robot-based group (N = 4) or a human-based group (N = 4). Participants in the two groups underwent phases I–III of the PECS protocol facilitated by either a human therapist or a robot therapist. Changes in social communication behaviors were assessed in each child after intervention using a single-case design. Results Half of the participants in the robot-based intervention group showed significant improvement in both verbal and nonverbal communication behaviors after a two-month PECS intervention. A higher proportion of children in the robot-based intervention group showed significantly enhanced social communication skills encompassing both verbal and nonverbal behaviors than in the human-based intervention group. Conclusions This study demonstrates the effectiveness of robot-based PECS intervention in enhancing verbal and nonverbal communication behaviors in young children with ASD. These findings present novel intervention tools for early intervention educators engaged in supporting children with ASD.

A Systematic Review of Picture Exchange Communication System Interventions for Children and Adolescents on the Autism Spectrum in Mainland China

A Systematic Review of Picture Exchange Communication System Interventions for Children and Adolescents on the Autism Spectrum in Mainland China

Exploring the Use of the Picture Exchange Communication System (PECS) in Special Education Settings

Exploring the Use of the Picture Exchange Communication System (PECS) in Special Education Settings

A systematic review of acquisition and mastery of skills taught using the Picture Exchange Communication System

The Picture Exchange Communication System (PECS) is a popular augmentative and alternative communication intervention for individuals with developmental disabilities that includes six, sequential phases of instruction. We systematically reviewed published and unpublished single-case PECS studies for details about the percentage of participants mastering PECS phases, how long it took participants to master PECS phases (in trials to mastery), and what constituted mastery of PECS phases. We found most participants mastered only the first two phases of PECS, and Phases I, II, and IV showed the slowest and widest variability in trials to mastery. Moreover, participants who were taught the third PECS phase learned to select from an average array of three symbols, which may limit the range of messages they can communicate. We discuss our findings in light of a few important limitations and provide directions for future researchers along with recommendations for professionals who might consider PECS.

그림교환의사소통체계(PECS) 중재가 발화 및 무발화 발달장애 초등학생의 자발적 요구 행동에 미치는 영향

The purpose of this study was to investigate the impact of the Picture Exchange Communication System (PECS) on the spontaneous requesting behaviors of verbal and non‑verbal elementary school students with developmental disabilities. The participants were four first‑grade students with developmental disabilities from Y special school in City I. The PECS intervention, serving as the independent variable, was applied to two verbal and two non‑verbal students. The dependent variables were spontaneous requesting behaviors. The multiple probe design across participants was utilized in the research. The PECS intervention was implemented up to Phase IV. The maintenance and generalization effects across people and settings were investigated. The result of this study was as follows. The PECS intervention was effective for increasing the spontaneous requesting behaviors of verbal and non‑verbal elementary school students with developmental disabilities. The effect of the intervention was maintained in the follow‑up phase and generalized to other settings and people. Non‑verbal students demonstrated spontaneous requesting behaviors by presenting picture cards, and verbal students used both picture cards and spoken language. The PECS can be an effective intervention that positively affects the spontaneous requesting behaviors of verbal and non‑verbal elementary school students with developmental disabilities.

Teaching Requesting Skills to Children with Visual Impairment and Intellectual Disability by Using Picture Exchange Communication System Combined with Tangible Symbols

ABSTRACT The Picture Exchange Communication System (PECS) has been widely used to teach functional requesting and commenting skills to children with autism spectrum disorder. Some researchers also modified the PECS to explore its effect on children with other disabilities. The main purpose of this study was to add tangible symbols to PECS (PECS-TS) in teaching requesting skills to three children with visual impairment (VI) and intellectual disability (ID) aged 6–12 years (two females, one male). A non-concurrent multiple probe design across participants was used in the present study to evaluate the effectiveness of the adapted training with PECS-TS. Data were collected across baseline, training, and maintenance conditions. Generalisation probes were also conducted. The results showed that all three participants who acquired the target requesting skills were able to generalise their use to similar untaught situations (different classrooms with different teachers), and they also reached the criterion during maintenance sessions. This study added to the evidence about using PECS-TS for students with VI and ID. Individualised symbols are very important for student success, however, more research is needed to establish PECS-TS as an evidence-based practice for children with VI and ID.

Pengenalan Sayur dan Buah untuk Anak Autis berbasis Multimedia Augmented Reality

Autism is a neurobiological developmental disorder that affects the social, communication, and interaction abilities of children. Difficulty accepting and interacting with healthy foods, such as vegetables and fruits, is a common challenge for children with autism. To address this challenge, researchers propose the use of augmented reality (AR) technology as an interactive and enjoyable method to introduce vegetables and fruits to children with autism. This study aims to investigate the effectiveness of using AR in increasing the interest and acceptance of vegetables and fruits in children with autism by suggesting the use of augmented reality technology and applying the Picture Exchange Communication System (PECS) technique. The PECS method is a communication training technique that uses pictures or symbols to assist children with autism in communication. This application is designed using the Unified Modelling Language (UML) tools. Testing of this application is conducted through alpha and beta testing. The results of alpha testing using black box testing conclude that the application runs smoothly without any functionality issues. The results of beta testing, with an average of 82.50%, suggest that the use of the PECS method and AR technology can enhance communication skills and motivation in introducing vegetables and fruits and can help children with autism follow a gluten-free casein-free (GFCF) diet to reduce the symptoms experienced by children with autism. 

Teachers’ Perceptions towards Picture Exchange Communication System (PECS) Strategy and the Effects on the Achievement of Students with Autism in Learning Communication Skills

Teachers’ Perceptions towards Picture Exchange Communication System (PECS) Strategy and the Effects on the Achievement of Students with Autism in Learning Communication Skills

The Effectiveness of Picture Exchange Communication System (PECS) In Speech and Comprehension of Four Concepts of Fruits

The study aims to evaluate the effectiveness of Picture Exchange Communication System (PECS) on speech production and comprehension of four concepts of fruits. The study sample consist of 20 children with autism level 1 as indicated by DSM-5 the study conducted in different special education centers in Jordan – zarqa. Pecs program was applied to. train the children to pick up some fruits by names pre- program assessment and post program evaluation for the performance of the children was done. The result of data analysis showed differences in the  Means of children performance pre- program (M= 1.43 ,with StdDev=0.283  ) post program ( M=2.75 with Std. Dev=0.273) that the programe  has appositive effect on the children development in language acquisition.

Using video modeling to teach the picture exchange communication system

The picture exchange communication system (PECS) is an evidence-based communication intervention designed to improve communication skills in people with limited to no functional speech. Because of this, professionals frequently look for opportunities to receive training in how to implement PECS. Though most training methodologies have included robust, and time intensive, training methodologies, one recent study used video modeling (VM) with voice-over instructions and text descriptions to train three future professionals in the implementation of PECS. Thus, to find even more efficient and effective training methodologies, this study aimed to train future professionals in the first three phases of PECS using VM alone and, if necessary, verbal feedback. A nonconcurrent multiple baseline design across three participants was used in the study. The results indicated all three participants demonstrated an immediate change in skills following VM alone, with only one participant requiring brief feedback in Phase 1. This was further evidenced by large effect sizes. Thus, results indicate that training future professionals using VM was both more efficient and equally effective when compared to previous training methodologies.

Aawn: An Interactive Mobile Application for Improving the Communication Skills of Arab Children with Autism

Autism spectrum disorder (ASD) is a neurodevelopmental disorder that causes challenges in communication and social interaction. Since there is no single treatment for autism, autistic children need extra attention from their parents or caregivers to overcome their linguistic deficiency. Scientific studies have shown that technology-based educational methods are effective and can lead to a significant improvement, especially for autistic children. In recent years, an increasing number of mobile and multimedia applications have been developed to enhance autistic children's verbal communication, emotions, social behavior, and interaction skills. However, many of these systems are either in English or in local autistic children’s native languages. Others are designed to promote specific knowledge, i.e., emotions, or are limited in their features. This paper designs and implements a prototype for Arabic mobile application, called Aawn, to help and improve Arab autistic children's, in their own language, communication and emotions, as well as educational and organizational skills. Aawn is integrated with various supporting technologies based on the Picture Exchange Communication System (PECS) and augmented with graphical features. The system is built and developed using Android Studio and various cloud-based tools. The system can be extended by artificial intelligence (AI) technologies.

Augmentative and alternative communication (AAC) in pediatric cochlear implant recipients with complex needs: A scoping review.

Augmentative and alternative communication (AAC) encompasses all forms of unaided and aided modes of communication, but typically excludes codified language such as spoken words or American Sign Language (ASL). In pediatric patients with a documented additional disability (population of interest), deficits in communication may pose a barrier to language development. While forms of AAC are frequently mentioned in the literature, recent innovations have permitted the use of high-tech AAC in the rehabilitation process. Our objective was to review the implementation of AAC in pediatric cochlear implant recipients with a documented additional disability. A scoping review of existing literature examining the use of AAC in pediatric CI recipients was conducted in the PubMed/MEDLINE and Embase databases. Studies with pediatric cochlear implant recipients with a concomitant diagnosis requiring additional therapeutic intervention outside the scope of standard post-CI follow-up care and rehabilitation from 1985 to 2021 met inclusion criteria (population of interest). Studies limited to spoken or formal sign language (e.g., American Sign Language, ASL) as communication modalities were excluded. Four hundred twenty studies were screened of which 29 were included. 13 were prospective, 10 were retrospective, 1 was cross-sectional, and 5 were case reports. Of these 29 studies, 378 patients met the inclusion criteria (age <18, CI user, additional disability, utilized AAC). Fewer studies (n=7) utilized AAC as the primary intervention for investigation. Autism spectrum disorder, learning disorder, and cognitive delay were frequently mentioned as additional disabilities in conjunction with AAC. Unaided forms of AAC included gesture/behavior, informal sign, and signed exact English, while aided AAC included a Picture Exchange Communication System (PECS), Voice Output Communication Aids (VOCA), and touchscreen programs such as TouchChat® HD. Various audiometric and language development outcome measures were mentioned, most commonly the Peabody Picture Vocabulary Test (PPVT) (n=4) and the Preschool Language Scale, Fourth Edition (PLS-4) (n=4). There is a gap in the literature regarding the use of aided and high-tech AAC in pediatric CI users with a documented additional disability. Given the use of multiple different outcome measures, additional exploration of the intervention of AAC is warranted.

Effects on Speech Development With Modifications to Picture Exchange Communication System

The current study examined vocalizations that occurred during training of the Picture Exchange Communication System for three U.S. preschool-age participants with autism spectrum disorder. In Phase IV, the protocol incorporates a delay to reinforcement in an effort to encourage vocalizations; however, the manual does not suggest additional strategies to try when vocalizations do not occur during the delay to reinforcement. Researchers evaluated a vocal model prompt following the delay to reinforcement and continued to measure vocalizations when the delay to reinforcement alone did not increase vocalizations. Two of the three participants increased independent vocalizations after the addition of the vocal model. Implications for practitioners and future research are discussed.

The Research on the Predicting the Phenomenon of Intervention in Communication Skills for Children with Autism Using New Media - An Example of Yuudee IPad Application

Due to functional communication difficulties, children with autism are unable to freely communicate their needs and respond to social interactions. It has been demonstrated that the learning of communication skills alleviates the challenges caused by communication impairments. With the use of Augmentative Alternative Communication technologies, it is yet unknown how to develop the communication abilities of children with autism more successfully. During the preparatory phase of this research, a literature search was undertaken to build a instructional teaching plan by integrating the characteristics of the iPad application and the Picture Exchange Communication System teaching process. In the experimental phase, a cross-behavioral multi-baseline design was utilized to empirically demonstrate the communication behaviors pertaining primarily to expressing needs and addressing problems in a single subject. There was an increase in the number of subjectsautonomous declarations of needs and responses to questions after the intervention. The maintenance impact of the intervention was greater for the former than for the latter. The number of independent replies to questions was more than the number of needs expressed. Based on the study's findings and the subject's performance in the intervention training, the iPad application Yuudee is beneficial for enhancing the communication behaviors of children with autism, and the instructional use should be tailored to the subject's individual circumstances to develop specific instructional programs. The creation of appropriate application software should adhere to the cognitive rules of children with autism, from simple to complex, with treatments at each developmental stage.

Evidence-based analysis of multi-pronged approaches for education and behavior management of autistic patients in a dental setting.

Autism spectrum disorder is a neurodevelopmental condition which has posed a challenge to carers, pediatricians and dentists through the years. Over the last four decades, the disorder has been better understood and management techniques have evolved. In the field of dentistry, the autistic child presents difficulty in management, even for the simplest dental procedures. A comprehensive understanding of other psychoeducational and behavioral approaches to manage autism is very important. This article aims to introduce various important key techniques such as Applied Behavior Analysis, TEACCH, Sensory Adapted Dental Environment, Picture Exchange Communication System, and Animal Assisted Therapy and analyze their application in dentistry. A search of literature was carried out in Clinicaltrials.gov, Medline and Scopus with the search terms "Applied Behavior Analysis," "TEACCH," "Sensory Adapted Dental Environment," "Picture Exchange Communication System," and "Animal Assisted Therapy" along with "autism OR autistic," "dental OR dentistry OR oral health." After the screening for inclusion and exclusion criteria, 10 eligible articles were included, in English, published within the last 10 years. Limited research was available regarding these lesser-known behavioral approaches in dentistry. The few that were available showed encouraging results. The different techniques proved useful in increasing acceptance of dental treatment and reducing behavioral disturbances. The patients experienced reduced dental anxiety, lesser discomfort, improved communication, and knowledge. Pediatric and special care dentists are likely to benefit by incorporating the recommended comprehensive behavior management techniques in their practice. There is evidence that these techniques will reduce behavioral disturbances in autistic children thereby making primary dental care possible without the need for sedation or general anesthesia.

Обзор электронного коммуникативного приложения системы альтернативной коммуникации PECS IV+

&lt;p style="text-align: justify;"&gt;PECS (Picture Exchange Communication System) was created and used to work with children and adults who have ASD and other social and communicative needs, or those who have lost speech due to various injuries or medical conditions. The stages of PECS training are briefly described. The description of the digital communicative voice-speaking device PECS IV+, intended for users with severe speech disorders, is presented. The conditions for the transition from the traditional version of PECS to digital are discussed (for example, undeveloped speech, the student&amp;rsquo;s vocabulary is more than 50 words in the form of images). The principles for choosing the digital device and the algorithm for the protocol for teaching a PECS user to switch to an electronic voice-speaking device are listed. The article uses materials from several scientific studies that describe the design of the application and its practical use. Through sequential learning using the PECS protocol, the stu&amp;shy;dent&amp;rsquo;s vocabulary can be significantly increased, and there is a need to move from the traditional paper version to electronic devices, which are more convenient to store an ever-increasing number of words. The PECS IV+ electronic communicative voice-speaking device allows the user to improve such communication parameters as speed, length of statements, complexity of phrase structures, the ability to sound out words using an electronic voice carrier. Recommendations are given for adults to use the PECS IV+ device, the most important of which is to create communication opportunities as often as possible.&lt;/p&gt;

Sex Education to Prevalence of Sexual Harassment in Children with Autism

Children with autism, like children in general, also have experienced sexual development. The unique condition of children with autism (ASD) sometimes makes them engage in inappropriate sexual behavior and become vulnerable to sexual violence. Therefore, sexual education for children with autism is crucial and urgent. A team conducted this community service in January 2020 to provide social stories and PECS (Picture Exchange Communication System) as alternative teaching materials for sex education to children with autism at Rumah Autis Depok. The methods used were pre-observation, unstructured discussion and interview, implementation preparation, implementation, and monitoring. They quickly understood the message intended from PECS and social stories. The sex education materials showed differences in male and female bodies, sexes, and reproductive functions. This material is the starting material in sex education. Continuity using the same learning tools, namely social stories and PECS, is therefore required. Our monitoring process shows that Rumah Autis Depok continues to use social stories and PECS in their sex education lessons

PICTURE EXCHANGE COMMUNICATION SYSTEM AND ITS EFFECTIVITY TO THE COMMUNICATION OF LEARNERS WITH AUTISM SPECTRUM

Special education involves the preparation of teaching procedures and materials, and other interventions designed to address the needs of a child with learning differences, disabilities, and giftedness. Autism is a neurological complex condition that affects behavior, socialization and communication of the child. As such, PECS is a form of augmentative and alternative communication that uses pictures, images and symbols which was designed to provide aid and support to children with autism in enhancing their communication skills. In particular, this research assessed the extent of effectivity of Pictures Exchange Communication System to the communication skills of learners with Autism Spectrum Disorder at Bright Gem Learning Center, Consolacion Central - SPED Center, and Talamban Elementary School - SPED Center as basis for development plan. The study utilized a mixed type of research method: Quantitative - Qualitative research and Thematic Synthesis approach. This research study has 30 learner respondents, 30 parent/ guardian respondents, and three SPED teachers involved. The questionnaire for learners with ASD was adapted from the National Professional Development Center on Autism Spectrum Disorder, Picture Exchange Communication System: Steps for Implementation. For the parent/ guardian respondents and SpEd teachers, research-made questionnaires are provided to assess the effectivity of PECS in the communication of learners with ASD at home and at school settings. The study found out that the Physically Assisted Exchange was considered to be highly effective. On the contrary, Responding to What They Want, resulted to be moderately effective. Generally, the study concluded that PECS can enhance the communication skills of learners with ASD. It is strongly recommended, especially to non-verbal learners, to use PECS as one of the techniques to improve their receptive and expressive communication skills.

Teacher and Parents Persuasion of use of Picture Exchange Communication System to improve Attention Span for Autistic Students in Abu Dhabi Autism Center

The fact has been established by [20] one out of every 146 newborns in UAE is affected with Autism Spectrum Disorder, and measuring the attention span using what method is difficult. It has been emphasized by [21] Children with ASD have a shorter attention span; hence the purpose of this study is to increase the attention span of autistic children in Abu Dhabi by using Picture Exchange Communication System (PECS). PECS is a picture-based communication method for people with little or no communication abilities to communicate using pictures [23]. PECS is used in the classroom by teaching the children to make their requests by handing them an exchange card representing what they want. The goal of this study is to persuade parents and teachers of the use of PECS to improve the attention span of autistic students at the Abu Dhabi Autism Center. Three samples are used in this study. The children are used as the samples of the study. Three parents and three teachers are interviewed to find out how persuaded they are about the use of PECS in increasing the attention span of the children at the Abu Dhabi center. Nine participants are involved in this study. The location of the study is the Abu Dhabi center. The experimenter will be the observer in this study. This study shows how effective the use of PECS is in improving the attention span of autistic children at the Abu Dhabi Autism Center. As a result, PECS is effective in increasing the attention span of autistic children, and parents and teachers are convinced that using PECS at Abu Dhabi Autism Center will help autistic children increase their attention span.&#x0D;  

Predictors of Picture Exchange Communication System (PECS) outcomes.

Although the Picture Exchange Communication System (PECS) has been demonstrated to be an effective intervention to teach people diagnosed with autism spectrum disorder a functional communication system, the research indicates variability in PECS outcomes across people and studies. Therefore, the purpose of the current study was to explore child characteristics and treatment variables that may explain the variation in, and potentially predict, PECS outcomes. A total of 22 children and youth diagnosed with autism or a related developmental disorder, all of whom scored substantially below average on standardized measures of cognitive and adaptive abilities, participated in a PECS intervention. Participants who achieved high phases of PECS (≥PECS phase IIIb) differed significantly from those who mastered lower PECS phases (≤PECS phase IIIa) in terms of overall, verbal, and nonverbal mental age, matching abilities, and adaptive behavior level. Stimulus generalization was also associated with significant variation in PECS outcome. PECS outcomes could be predicted with good accuracy using a combination of these child characteristics and treatment variables. The findings from the current study suggest that children with relatively higher cognitive and adaptive skill levels are more likely to achieve higher phases of PECS; further, approaches to generalization training also play a role. Factors such as autism symptom severity and parental ratings of maladaptive behavior were not associated with significant differences in PECS outcomes. However, more research is needed. Gaining a better understanding of predictors of PECS outcomes is important to inform intervention, provide more accurate outcome expectations for families, and guide PECS teaching procedures. Although participants were more likely to achieve higher phases of PECS if they had a higher mental age, adaptive skill level, and matching skills, the average scores for these measures were well below those expected for same age peers. These results indicate that PECS is appropriate for use with children with clinically significant deficits in cognitive and/or adaptive abilities. Further, results suggest that even children who demonstrate more severe symptoms of autism and exhibit more challenging behavior can achieve higher phases of PECS.