Abstract
The Picture Exchange Communication System (PECS) is a popular augmentative and alternative communication strategy. Like many communication interventions, the successful use of PECS is dependent on the skills of the communication partner. This article provides a systematic review of the published research on teaching education professionals (EPs) to use PECS. Training of EPs was usually conducted during individual or small group sessions and included a description of the PECS strategy, practice on implementation of PECS, and feedback on performance. Instructional activities typically resulted in an immediate increase in the quality and/or quantity of PECS opportunities provided by the EP; however, mixed findings are reported for maintenance and generalization. Implications for future research and practice are discussed.
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References
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Funding
The first author was supported by funding from a doctoral training grant funded by U.S. Department of Education Grant No. H325D110008. The second author was supported by funding from a grant from the National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR Grant No. 90RE5017) to the Rehabilitation Engineering Research Center on Augmentative and Alternative Communication (RERC on AAC). NIDILRR is a center within the Administration for Community Living (ACL), Department of Health and Human Services (HHS). The contents of this article do not necessarily represent the policy of NIDILRR, ACL, or HHS, and no endorsement by the federal government should be assumed.
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Ashley McCoy declares that she has no conflict of interest. David McNaughton declares he has no conflict of interest.
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McCoy, A., McNaughton, D. Training Education Professionals to Use the Picture Exchange Communication System: a Review of the Literature. Behav Analysis Practice 12, 667–676 (2019). https://doi.org/10.1007/s40617-018-00296-4
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DOI: https://doi.org/10.1007/s40617-018-00296-4