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Functional Communication and Other Concomitant Behavior Change Following PECS Training: A Case Study

Published online by Cambridge University Press:  22 February 2012

Angelika Anderson ,
Dennis W. Moore  and
Therese Bourne
Angelika Anderson*
Affiliation:
Monash University, Australia. Angelika.Anderson@education.monash.edu.au
Dennis W. Moore
Affiliation:
Monash University, Australia.
Therese Bourne
Affiliation:
IDEA Specialist Services, Auckland, and The University of Auckland, New Zealand.
*
*Address for correspondence: Angelika Anderson, Faculty of Education, Monash University, Clayton VIC 3800, Australia.
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Abstract

The Picture Exchange Communication System (PECS) is widely used to teach children with language delays, including those with autism, functional language. A feature of PECS is that it incorporates principles deemed by some to be pivotal, leading to broader behaviour change. In this study, a 6-year-old child with autism was taught functional language using PECS. Along with measures of language gains, concomitant changes in nontargeted behaviours (play and TV viewing) following PECS training were observed. Results show increases in manding, initiations and cumulative word counts, as well as positive changes in the nontargeted behaviours.

Type
Case Reports and Shorter Communications
Information
Behaviour Change , Volume 24 , Issue 3 , 01 August 2007 , pp. 173 - 181
Copyright
Copyright © Cambridge University Press 2007

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