Using the picture exchange communication system (PECS) with children with autism assessment of PECS acquisition, speech, social-communicative behavior, and problem behavior
Using the picture exchange communication system (PECS) with children with autism assessment of PECS acquisition, speech, social-communicative behavior, and problem behavior
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DOI：
10.1901/jaba.2002.35-213
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发表时间：
2002-09-01
影响因子：
2.9
通讯作者：
Kellet, K
中科院分区：
文献类型：
--
作者：
Charlop-Christy, MH;Carpenter, M;Kellet, K
图片交换沟通系统（佩奇）是一种经常用于自闭症儿童的增强沟通系统（Bond，Frost，1994; Siegel，2000; Yamall，2000）。尽管其临床应用很普遍，但尚未进行对照良好的实证研究来测试佩奇的有效性。本研究采用多基线设计，考察了3名自闭症儿童佩奇的获得情况。此外，该研究还研究了佩奇训练对游戏和学术环境中语音出现的影响。社会交往行为和问题行为的辅助措施进行了记录。结果表明，所有3名儿童符合佩奇的学习标准，并表现出口头语言的伴随增加。辅助增益与社会交往行为的增加和问题行为的减少有关。结果进行了讨论，在提供实证支持佩奇以及随之而来的积极的副作用，其使用。
The picture exchange communication system (PECS) is an augmentative communication system frequently used with children with autism (Bond), Frost, 1994; Siegel, 2000; Yamall, 2000). Despite its common clinical use, no well-controlled empirical investigations have been conducted to test the effectiveness of PECS. Using a multiple baseline design, the present study examined the acquisition of PECS with 3 children with autism. In addition, the study examined the effects of PECS training on the emergence of speech in play and academic settings. Ancillary measures of social-communicative behaviors and problem behaviors were recorded. Results indicated that all 3 children met the learning criterion for PECS and showed concomitant increases in verbal speech. Ancillary gains were associated with increases in social-communicative behaviors and decreases in problem behaviors. The results are discussed in terms of the provision of empirical support for PECS as well as the concomitant positive side effects of its use.