Journal of Autism and Developmental Disorders

, Volume 37, Issue 4, pp 724–737

The Effects of PECS Teaching to Phase III on the Communicative Interactions between Children with Autism and their Teachers

Authors

    • Welsh Centre for Learning Disabilities, Division of PsychologyCardiff University School of Medicine
  • Janet Felce
    • Welsh Centre for Learning Disabilities, Division of PsychologyCardiff University School of Medicine
Original Paper

DOI: 10.1007/s10803-006-0203-1

Cite this article as:
Carr, D. & Felce, J. J Autism Dev Disord (2007) 37: 724. doi:10.1007/s10803-006-0203-1

Abstract

The study investigated the impact of mastery of the Picture Exchange Communication System (PECS) to Phase III, on the communications of children with autism. Children aged between 3 and 7 years, formed a PECS intervention group and a non-intervention control group. The intervention group received 15 h of PECS teaching over 5 weeks. Three 2-h classroom observations recorded communications between the children and their teachers. These occurred: 6 weeks before teaching; during the week immediately prior to teaching; during the week immediately following teaching. For the control group, two 2-h observations were separated by a 5-week interval without PECS teaching. Communicative initiations and dyadic interactions increased significantly between the children and teachers in the PECS group but not for the control group.

Keywords

PECSCommunicationChildrenAutismTeachers

Copyright information

© Springer Science+Business Media, Inc. 2006