Using the Picture Exchange Communication System (PECS) to Teach a Child With Autism Enhanced Sentence Structure

ITO Rei, MATSUSHITA Hiroyuki, SONOYAMA Shigeki

doi:10.6033/tokkyou.49.293

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Other Title

自閉性障害児に対するPECSを用いたコミュニケーション指導
自閉性障害児に対するPECSを用いたコミュニケーション指導 : 文構造の拡大の観点から
ジヘイセイショウガイジニタイスル PECS オモチイタコミュニケーションシドウ : ブンコウゾウノカクダイノカンテンカラ
―文構造の拡大の観点から―

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Description

The present study used the picture cards of the Picture Exchange Communication System (PECS) to enhance the structure of sentences of a boy (9 years 2 months old at the start of the study) with autism and limited functional communicative behavior and speech. Generalization of the boy's functional communication skills using the PECS cards was examined in his home. The results indicated that he was able to use the PECS cards to communicate in several home settings. For example, an increase was observed in requests using modifiers or objects. Preparing picture cards based on an ecological assessment increased opportunities for independent decision-making in the home. When more than one picture card was used, an increase was observed in the number of opportunities and larger variety of requests compared to requests made when the child was using only one picture card. Limitations of the study include the consequences of differences in grammar between English (the original language of PECS) and Japanese, and procedural shortcomings when sentence structure was taught and generalization of the acquired skills evaluated across settings. Future research with PECS should include more abstract content. Furthermore, specific directions are needed after PECS Phase V.

Journal

The Japanese Journal of Special Education

The Japanese Journal of Special Education 49 (3), 293-303, 2011

The Japanese Association of Special Education

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