The picture exchange communication system (PECS) is an augmentative communication system frequently used with children with autism 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.
Charlop REF , in their paper "Using the picture exchange communication system with children with autism: Assessment of PECS acquisition, speech, social-communicative behavior, and problem behavior", report that the results of their study which provides empirical evidence and adds experimental data to support the use of PECS, indicate that children's social communicative behaviors increased after learning to use PECS.
USING THE PICTURE EXCHANGE COMMUNICATION SYSTEM (PECS) WITH CHILDREN WITH AUTISM: ASSESSMENT OF PECS ACQUISITION, SPEECH, SOCIAL‐COMMUNICATIVE BEHAVIOR, AND PROBLEM BEHAVIOR
Journal of applied behavior analysis
Journal of applied behavior analysis
Psychology Medicine