The effects of PECS teaching to Phase III on the communicative interactions between children with autism and their teachers

Carr, Deborah and Felce, Janet 2007. The effects of PECS teaching to Phase III on the communicative interactions between children with autism and their teachers. Journal of Autism and Developmental Disorders 37 (4) , pp. 724-737. 10.1007/s10803-006-0203-1

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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.

Item Type:	Article
Date Type:	Publication
Status:	Published
Schools:	Medicine
Subjects:	R Medicine > R Medicine (General)
Uncontrolled Keywords:	PECS; communication; children; autism; teachers.
Publisher:	Springer Verlag
ISSN:	0162-3257
Last Modified:	10 Oct 2017 15:42
URI:	https://orca.cardiff.ac.uk/id/eprint/59882

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