Recherches et publications scientifiques

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McCleery, J.P. Frost, L. & Bondy, A. (2019). The Picture Exchange Communication System.
In J. Gerenser and M. Koenig (Eds.)The SLP Guide to ABA: Principles to Support Inter-Professional Collaboration on Autism Support Teams Lire la suite...

The SLP Guide to ABA: Principles to Support Inter-Professional Collaboration on Autism Support Teams. Baltimore: Paul H. Brookes Publishing Company.

Whitby, P., Kucharczyk, S. & Lorah, E. (2019). Teaching object exchange for communication to a young girl with autism spectrum disorder and visual impairment
Journal of Visual Impairment and Blindness Lire la suite...

Journal of Visual Impairment and Blindness, 113, 372-380.Abstract: AAC systems such as the Picture Exchange Communication System (Frost & Bondy, 2002) are found in evidence-based literature for learners with ASD. Adapting such systems for learners with comorbid conditions extends access of these practices to children and youths who could benefit and extends the research literature. Overall, object exchange was an effective intervention for Laura and her family.

Wendt, O., Hsu, N., Simon, K., Dienhart, A. & Cain, L. (2019). Effects of an iPad-based speech-generating device infused into instruction with the Picture Exchange Communication System for adolescents and adults with severe autism spectrum disorder
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Behavior Modification, 43 (6), 898-932.Abstract: This study used a multiple baseline, single-subject research design to investigate the efficacy of an iPad®-based speech-generating device (SGD). The iPad was equipped with the SPEAKall!® application to function as a SGD. SGDs are a form of aided augmentative and alternative communication (AAC) allowing a user to communicate using digitized and/or synthesized speech. Instruction followed a modified version of the intervention phases from the Picture Exchange Communication System (PECS). This modified PECS protocol was implemented with two adolescents and one young adult between the ages of 14 and 23. All three participants were diagnosed with severe autism spectrum disorder and little to no functional speech. Dependent measures included the ability to request for edible and tangible items as the primary measure, and the ability to engage in natural speech production as an ancillary measure to determine simultaneous, additive effects on speech acquisition. Results indicated increases in requesting behaviors for all three participants across intervention and maintenance phases. Once participants mastered requesting of edible items, they were able to generalize the skill to tangible items. However, mixed results were found when targeting natural speech production. Based on the current findings, the infusion of an iPad-based SGD into PECS instruction may be effective in increasing initial requesting skills; however, a facilitative effect on increasing speech acquisition cannot necessarily be expected for every participant.

Rahman, F., Kayani, A. & Hanif, M. (2019). Digital embodiment of adapted version of the Picture Exchange Communication System (PECS) for autistic children in Pakistan

Putri, C., Hastuti, W. & Adi, E. (2018). The influence the Picture Exchange Communication System method toward the communication ability of Autistic child,
Journal of ICSAR Lire la suite...

Children with autism have some very complex developmental disorders including communication, social interaction, emotions, and interest in certain behaviors. They need certain tools and methods for developing communication and language skills, especially in speaking skills. One of the methods is the Picture Exchange Communication System method. This research was conducted by using the Single Subject Research method with A-B-A design. Data collection was conducted in 20 sessions. The results of this study indicated that the effect of PECS method towards communication ability of children with autism. This was evidenced by an overlap percentage of 0%. The conclusion showed that PECS method has an effect towards the communication ability of autistic children.

Simacek, J., Pennington, B., Reichle, J. & Parker-McGowan, Q. (2017). Aided AAC for people with severe to profound and multiple disabilities: A systematic review of interventions and treatment intensity
Advances in Neurodevelopmental Disorders Lire la suite...

Given the limited evidence, along with a rapidly evolving state of technology, research is needed to drive effective and efficient communication intervention for people with severe to profound and multiple disabilities. The purpose of the current review was to synthesize and evaluate the state of the aided, augmentative and alternative communication (AAC) intervention literature for this population from 1997 to 2016. Results synthesized findings from 25 studies (n = 59) on the extracted participant characteristics, intervention, and dosage parameters from the studies. Results included an under-reporting of sufficient dosage parameters in addition to implications for future directions in the areas of maintenance, generalization, and discriminated use of skills, and bridging aided low and high-tech AAC interventions. 

Turan, M., Moroz, L. & Paquet-Croteau, N. (2012). Comparing the effectiveness of error-correction strategies in discrete trial training
Behavior Modification Lire la suite...

Error-correction strategies are essential considerations for behavior analysts implementing discrete trial training with children with autism. The research literature, however, is still lacking in the number of studies that compare and evaluate error-correction procedures. The purpose of this study was to compare two error-correction strategies: Independent Probe and Delay across learners with autism in an intensive intervention program. Two studies were conducted. The first study compared the two procedures across receptive tasks for 3 individuals, and differential effects were seen across learners. The second study compared the two procedures across tact trials with two of the same learners and found that individual differences were noted, but in addition, the more effective error-correction strategy was consistent across the two verbal operants (i.e., receptive in Study 1, tacts in Study 2). These combined studies suggest the effectiveness of error-correction strategies may beindividualized to the learner but may generalize across operants 

Travers , J., Tincani, M, Thompson, J. & Simpson, R. (2016). Picture Exchange Communication System and Facilitated Communication: Contrasting an Evidence-Based Practice with a Discredited Method, in Bryan G. Cook , Melody Tankersley , Timothy J. Landrum (ed.)
.) Instructional Practices with and without Empirical Validity Lire la suite...

Learners with autism require specialized education and supports to ensure acquisition and mastery of various communication skills. This is particularly true for individuals whose disability significantly impacts their language development. Without functional communication, these individuals often engage in severe behavior, have reduced self-determination, and experience diminished quality of life. Accordingly, researchers in special education and related fields have sought ways to improve the communication skills of learners with autism who need specialized language and communication interventions. Although the Picture Exchange Communication System (PECS) is well-established in the empirical literature and has helped countless individuals learn to communicate, the method known as facilitated communication (FC; which also is being called “supported typing” and “rapid prompting method”) has become increasingly popular in recent years. Few methods in special education have been as thoroughly discredited as FC and perhaps none are as dangerous. This chapter contrasts the thoroughly debunked FC and its pseudoscientific characteristics with those underpinning PECS. A brief historical account of each method is provided along with key scientific and pseudoscientific features that distinguish science from pseudoscience. Ultimately, our intent is to further clarify how FC is not an augmentative or alternative communication method and why PECS is.

Thiemann-Bourque, K. Brady, N., McGuff, S., Stump, K & Naylor, A. (2016). Picture Exchange Communication System and Pals: A Peer-Mediated Augmentative and Alternative Communication Intervention for Minimally Verbal Preschoolers With Autism
Journal of Speech, Language, and Hearing Research Lire la suite...

Purpose: This study was conducted to investigate the effectiveness of a social intervention that integrates peer-mediated approaches and the Picture Exchange Communication System (PECS).Method: Effects were evaluated using a series of A-B designs replicated across 4 children with severe autism and limited verbal skills. Seven peers without disabilities were trained to use PECS and facilitative social skills. Measures of changes included rates of communication behaviors, modes, functions, and engagement.Results: Outcomes revealed an intervention effect for 1 child with autism, and this effect was replicated across 3 other children. All children improved in peer-directed communication, with greater increases for 2 children during snack time. For each child with autism, the primary communication behavior was to initiate with picture symbols to request; the peer's primary communication was to respond. Two children increased communicative functions to comment and to share, and all 4 children showed improved social engagement. All peers increased their communication with the children with autism.Conclusions: These findings add to the limited research on the benefits of teaching typically developing peers to be responsive listeners to preschoolers with autism by learning to use PECS. These results invite further investigation of teaching peers other augmentative and alternative communication approaches and how to increase children's communication with peers for different purposes.

Rahman, F., Najmussaqib, A. & Kiani, A. (2016), Adaption of Picture Exchange Communication System (PECS) for children with autism spectrum disorder: A case study of Pakistan
Science International Lire la suite...

Management of Autism has been the subject of much academic research around the globe in recent times. Autism affects the child's communication, socialization and cognition. From many decades Picture Exchange Communication System (PECS) has been successfully used for autistic children and evidenced significant positive results respectively. The present study was aimed at exploring the awareness of the application of this system for autistic children, to check the cultural appropriateness and comprehensibility of (PECS) in Pakistan. For this purpose, a questionnaire and a focus group discussion was conducted with 150 participants from special education institutions of five provinces i.e. Punjab, Baluchistan, Sindh, Khyberpakhtunkha and Azad Jammu Kashmir of Pakistan. Results indicated that 50% of the participants are not aware of the system. Results also showed that there is a 100% need to adapt this system in Urdu language. Results are discussed in a cultural context proposing a need for the adaptation of PECS for children with autism spectrum disorder in Pakistan.