Showing 1 - 10 out of 147 results.
Adkins, T. & Axelrod, S. (2002). Topography‐versus selection‐based responding: Comparison of mand acquisition in each modality.

The Behavior Analyst Today, 2, 259‐266.
Abstract: This study examined the acquisition of a mand repertoire by one child with pervasive developmental disorder and ADHD. The subject was taught to request preferred items using American Sign Language (a topography based response form) and the Picture Exchange Communication System (a selection‐based form). There were four types of sessions: (1) training session for PECS, (2) training session for sign language, (3) test for generalization of the PECS words, and (4) test for generalization for the sign words. Read More...

Agius, M. & Vance, M. (2015). A comparison of PECS and iPad to teach requesting to pre-schoolers with autistic spectrum disorders.

Augmentative and Alternative Communication, Nov 20, 1-11.
Abstract: Few studies have compared the efficacy of the Picture Exchange Communication System (PECS) and iPads used as speech generating devices (SGDs), and none have targeted preschoolers. This study compares the relative efficacy of PECS and an iPad/SGD with three preschool-aged children with autism spectrum disorder and limited functional speech who lived in Malta. Read More...

Almeida, M., Piza, M., & LaMonica, D. (2005). Adaptation of the picture exchange communication system in a school context (original title: Adaptações do sistema de comunicação por troca de figuras no contexto escolar)

Pró‐Fono Revista de Atualização Científica, Barueri (Spanish), 17, 233‐240.
Abstract: Background: alternative communication. Aim: to evaluate the efficacy of the adapted PECS and Picture Communication Symbols (PCS) in the communication of a child with cerebral palsy. Read More...

Angermeier, A., Schlosser, R., Luiselli, J., Harrington, C., & Carter, B., (2008). Effects of iconicity on requesting with the Picture Exchange Communication System in children with autism spectrum disorder.

Research in Autism Spectrum Disorders, 2, 430–446.
Abstract: Research on graphic symbol learning suggests that symbols with a greater visual resemblance to their referents (greater iconicity) are more easily learned. The iconicity hypothesis has not yet been explored within the intervention protocol of the Picture Exchange Communication System (PECS). Within the PECS protocol, participants do not point to a symbol but exchange the symbol for an object. Read More...

Battaglia, D. & McDonald, M. (2015). Effects of the Picture Exchange Communication System (PECS) on maladaptive behavior in children with Autism Spectrum Disorders (ASD): A Review of the Literature.

Journal of the American Academy of Special Education Professionals, Winter, 8-20.
Abstract: This paper provides an overview of the literature investigating the functional relationship between the use of the Picture Exchange Communication System (PECS) and maladaptive behavior (i.e., aggression, tantrums) in individuals with autism spectrum disorders (ASD). Read More...

Bock, S .J., Stoner, J. B., Beck, A. R., Hanley, L., & Prochnow, J. (2005). Increasing functional communication in non‐speaking preschool children: Comparison of PECS and VOCA.

Education and Training in Developmental Disabilities, 40(3), 264‐278.
Abstract: Education and Training in Developmental Disabilities, 40(3), 264‐278.o have complex communication needs and for the interventionists who work with them, the collection of empirically derived data that support the use of an intervention approach is critical. Read More...


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