Journal of Applied Behavior Analysis · 2002 · 594 citations · 34 references
PECS is a widely used augmentative communication system for children with autism, yet controlled studies evaluating its effectiveness are lacking. The study aimed to assess PECS acquisition and its impact on speech emergence in play and academic contexts among three children with autism using a multiple baseline design. Researchers employed a multiple baseline design with three participants, recording PECS acquisition, speech emergence, and ancillary social‑communicative and problem‑behavior measures. All three children achieved PECS learning criteria, with simultaneous increases in verbal speech, enhanced social‑communicative behaviors, and reduced problem behaviors.
The picture exchange communication system (PECS) is an augmentative communication system frequently used with children with autism (Bondy & Frost, 1994; Siegel, 2000; Yamall, 2000). Despite its common clinical use, no well‐controlled empirical investigations have been conducted to test the effectiveness of PECS. Using a multiple baseline design, the present study examined the acquisition of PECS with 3 children with autism. In addition, the study examined the effects of PECS training on the emergence of speech in play and academic settings. Ancillary measures of social‐communicative behaviors and problem behaviors were recorded. Results indicated that all 3 children met the learning criterion for PECS and showed concomitant increases in verbal speech. Ancillary gains were associated with increases in social‐communicative behaviors and decreases in problem behaviors. The results are discussed in terms of the provision of empirical support for PECS as well as the concomitant positive side effects of its use.
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