Autism Spectrum Disorder is a commonly used umbrella term for a class of neurodevelopmental disorders characterized by a triad of deficits in social reciprocity, impaired communication, and repetitive restricted patterns of behavior or interest (Blenner, Reddy, & Augustyn, 2011, p. 894). Symptoms are evident in early childhood, often before the age 3 years, and result in functional impairment. (Blenner, Reddy, & Augustyn, 2011, p. 894). Students with autism will often communicate their wants and needs through their behaviors, which means that many of the behaviors exhibited by these students serve a specific purpose for them (Hart, 2012, p. 24). Behaviors include gestures which, symbolically represent a child’s desires, the objects in their
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895). Studies on family home videos have shown that children around nine to eighteen months of age, do not respond consistently to their name being called, which is a common red flag for many parents that their child might have an Autism Spectrum Disorder (MITCHELL et al., 2006, p. s70). Autism Spectrum Disorders have a severe impact on both the child life and the life of the child’s family. Parents are responsible for recognizing the behavioral symptoms of autism, identify and reaching a physician capable of identifying autism, and learning how to navigate the complex world of state developmental service departments, school systems, and other service vendors (Liu, King, & Bearman, …show more content…
158). It is implemented in the home, school, and community settings. PECS uses laminated drawings and binders containing pictures, and does not require electronic devices such as computer-based voice output communication aids (Ganz, Simpson, & Corbin-Newsome, 2008, p. 158). PECS is based on the principles of Applied Behavioral Analysis (ABA). This communication system relies on six phases that help teach spontaneous communication. Phase 1 involves teaching learners to exchange a picture or line drawing with a partner for a preferred item (e.g., food). In Phase 2, students are taught to make picture exchanges with a variety of partners and across expanding distances. Phase 3 includes discrimination training, wherein students learn to distinguish between several visual images, preferred and non-preferred items. In Phase 4, students are taught to form sentences using PECS pictures to make requests (e.g., ‘‘I WANT POPCORN.’’). Phase 5 involves answering, ‘‘What do you want?’’ and Phase 6 involves expansion on previously learned skills, such as answering, ‘‘What do you see?’’ (Ganz, Simpson, & Corbin-Newsome, 2008, p. 158). PECS is developed to motivate each individual
895). Studies on family home videos have shown that children around nine to eighteen months of age, do not respond consistently to their name being called, which is a common red flag for many parents that their child might have an Autism Spectrum Disorder (MITCHELL et al., 2006, p. s70). Autism Spectrum Disorders have a severe impact on both the child life and the life of the child’s family. Parents are responsible for recognizing the behavioral symptoms of autism, identify and reaching a physician capable of identifying autism, and learning how to navigate the complex world of state developmental service departments, school systems, and other service vendors (Liu, King, & Bearman, …show more content…
158). It is implemented in the home, school, and community settings. PECS uses laminated drawings and binders containing pictures, and does not require electronic devices such as computer-based voice output communication aids (Ganz, Simpson, & Corbin-Newsome, 2008, p. 158). PECS is based on the principles of Applied Behavioral Analysis (ABA). This communication system relies on six phases that help teach spontaneous communication. Phase 1 involves teaching learners to exchange a picture or line drawing with a partner for a preferred item (e.g., food). In Phase 2, students are taught to make picture exchanges with a variety of partners and across expanding distances. Phase 3 includes discrimination training, wherein students learn to distinguish between several visual images, preferred and non-preferred items. In Phase 4, students are taught to form sentences using PECS pictures to make requests (e.g., ‘‘I WANT POPCORN.’’). Phase 5 involves answering, ‘‘What do you want?’’ and Phase 6 involves expansion on previously learned skills, such as answering, ‘‘What do you see?’’ (Ganz, Simpson, & Corbin-Newsome, 2008, p. 158). PECS is developed to motivate each individual