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

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


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.



Copyright information

© Springer Science+Business Media, Inc. 2006

Authors and Affiliations

  1. 1.Welsh Centre for Learning Disabilities, Division of PsychologyCardiff University School of MedicineCardiffUK