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Saturday, May 9, 2009
Northwest Hall (Chicago Hilton)
11:00 AM
Background: As disordered communication is one of the core deficits of autism spectrum disorders (ASD), interventions logically focus on the development of functional communication systems. The acquisition of communication skills can have a considerable impact on the ability of individuals with ASD to participate in daily activities and build social relationships, as well as prevent the emergence of problem behaviour. One of the most frequently used approaches is the Picture Exchange Communication System (PECS). Based on the principles of Applied Behaviour Analysis, PECS users communicate by exchanging pictures of items with a communicative partner, often in exchange for preferred items or social interaction.
Research supports the use of PECS as a means of developing functional communication skills for individuals with ASD. However, less is known about the specific child and treatment variables associated with varying outcomes. Further, it is unclear whether skills such as picture discrimination or symbolic understanding of pictures, are prerequisite to teaching a behaviourally-based communication system like PECS.
Objectives: This study investigated the impact of teaching PECS to 22 individuals diagnosed with an ASD in a therapeutic summer camp program. Further, specific child and treatment factors related to different outcomes using PECS were explored.
Methods: Data were collected according to a pre-post longitudinal research design. Child variables and entry level of PECS were assessed at the beginning and PECS outcomes at the end of the 7-week summer camp. Treatment variables were tracked throughout.
Each child was assessed for developmental level and symptom severity at the beginning of camp using the Mullen Scales of Early Learning or Stanford Binet-5, Vineland Adaptive Behaviour Scales (2nd ed.), and Childhood Autism Rating Scale. Specific cognitive skills assessed included: discrimination among pictures, matching pictures and objects, learning associations between words and pictures, and the symbolic understanding of pictures. Treatment variables assessed included: fidelity (i.e., adherence to PECS protocol), intensity, (i.e., number of requests per day) and generalization factors (i.e., variety of reinforcers, activities, environments and people). Outcome variables assessed included level of PECS at the beginning and end of camp, vocabulary diversity, sophistication of communication, range of functions the system serves, as well as the types of environments and activities in which PECS was used.
Results: Data analysis is currently underway. Results will include a detailed description of child outcomes, along with analysis of the specific child and treatment variables associated with varying outcomes.
Conclusions: Given the prevalent use of PECS within the ASD population, the evidence base must be expanded to optimize treatment effectiveness. Implications for outcome expectancies and teaching will be shared.
Research supports the use of PECS as a means of developing functional communication skills for individuals with ASD. However, less is known about the specific child and treatment variables associated with varying outcomes. Further, it is unclear whether skills such as picture discrimination or symbolic understanding of pictures, are prerequisite to teaching a behaviourally-based communication system like PECS.
Objectives: This study investigated the impact of teaching PECS to 22 individuals diagnosed with an ASD in a therapeutic summer camp program. Further, specific child and treatment factors related to different outcomes using PECS were explored.
Methods: Data were collected according to a pre-post longitudinal research design. Child variables and entry level of PECS were assessed at the beginning and PECS outcomes at the end of the 7-week summer camp. Treatment variables were tracked throughout.
Each child was assessed for developmental level and symptom severity at the beginning of camp using the Mullen Scales of Early Learning or Stanford Binet-5, Vineland Adaptive Behaviour Scales (2nd ed.), and Childhood Autism Rating Scale. Specific cognitive skills assessed included: discrimination among pictures, matching pictures and objects, learning associations between words and pictures, and the symbolic understanding of pictures. Treatment variables assessed included: fidelity (i.e., adherence to PECS protocol), intensity, (i.e., number of requests per day) and generalization factors (i.e., variety of reinforcers, activities, environments and people). Outcome variables assessed included level of PECS at the beginning and end of camp, vocabulary diversity, sophistication of communication, range of functions the system serves, as well as the types of environments and activities in which PECS was used.
Results: Data analysis is currently underway. Results will include a detailed description of child outcomes, along with analysis of the specific child and treatment variables associated with varying outcomes.
Conclusions: Given the prevalent use of PECS within the ASD population, the evidence base must be expanded to optimize treatment effectiveness. Implications for outcome expectancies and teaching will be shared.