The Picture Exchange Communication System (PECS) is an augmentative communication system used for children with autism and social-communication disorders.
Self-management is an intervention extensively documented for its effectiveness to improve behavior. Self-management programs typically involve some combination of two or more of the following strategies: self-monitoring, self-evaluation, and positive reinforcement. With limited knowledge of growth in self-management techniques among autistic children, the study of PECS and its influence on self-management may be a beneficial technique to increase appropriate behavior/classroom management.
The purpose of this study was to demonstrate the decrease of impulsive behaviors while teaching self-management skills to children with autism through the use of the Picture Exchange Communication System. Two students with autism in a self-contained classroom participated in the study. A multiple-baseline design was used and behavior observations were conducted across baseline, intervention and generalization phases.
The results showed consistent evidence that the Picture Exchange Communication System increases self-management skills while decreasing impulsive behaviors of children with autism. Though evidence was consistent, results will vary due to the nature of autism and inconsistencies in behavior.
","abstract_html":"<p>The Picture Exchange Communication System (PECS) is an augmentative communication system used for children with autism and social-communication disorders.</p> <p>Self-management is an intervention extensively documented for its effectiveness to improve behavior. Self-management programs typically involve some combination of two or more of the following strategies: self-monitoring, self-evaluation, and positive reinforcement. With limited knowledge of growth in self-management techniques among autistic children, the study of PECS and its influence on self-management may be a beneficial technique to increase appropriate behavior/classroom management.</p> <p>The purpose of this study was to demonstrate the decrease of impulsive behaviors while teaching self-management skills to children with autism through the use of the Picture Exchange Communication System. Two students with autism in a self-contained classroom participated in the study. A multiple-baseline design was used and behavior observations were conducted across baseline, intervention and generalization phases.</p> <p>The results showed consistent evidence that the Picture Exchange Communication System increases self-management skills while decreasing impulsive behaviors of children with autism. Though evidence was consistent, results will vary due to the nature of autism and inconsistencies in behavior.</p>","abstract_has_math":false,"creators":["Rizzo-Wise, Lori A."],"institution":null,"degree_name":"M.A. in Special Education","degree_level":"Thesis","degree_discipline":"Interdisciplinary and Inclusive Education","degree_department":null,"school":null,"contributors":["Xin, Joy"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2002,"date_issued":"2002-05-09T07:00:00Z","date_published":"2002-05-09T07:00:00Z","updated_at":"2026-07-24T04:14:32Z","subjects":["Picture Exchange Communication System; Autistic children--Education; Behavior therapy for children","Special Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/1504","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Xin, Joy"]},{"key":"dc:creator","label":"Author","values":["Rizzo-Wise, Lori A."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-05-18T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Interdisciplinary and Inclusive Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. in Special Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Picture Exchange Communication System; Autistic children--Education; Behavior therapy for children","Special Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/1504"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The Picture Exchange Communication System (PECS) is an augmentative communication system used for children with autism and social-communication disorders.
Self-management is an intervention extensively documented for its effectiveness to improve behavior. Self-management programs typically involve some combination of two or more of the following strategies: self-monitoring, self-evaluation, and positive reinforcement. With limited knowledge of growth in self-management techniques among autistic children, the study of PECS and its influence on self-management may be a beneficial technique to increase appropriate behavior/classroom management.
The purpose of this study was to demonstrate the decrease of impulsive behaviors while teaching self-management skills to children with autism through the use of the Picture Exchange Communication System. Two students with autism in a self-contained classroom participated in the study. A multiple-baseline design was used and behavior observations were conducted across baseline, intervention and generalization phases.
The results showed consistent evidence that the Picture Exchange Communication System increases self-management skills while decreasing impulsive behaviors of children with autism. Though evidence was consistent, results will vary due to the nature of autism and inconsistencies in behavior.
"]},{"key":"dc:title","label":"Title","values":["The effects of the Picture Exchange Communication System (PECS) to decrease impulsive behaviors and increase self-management skills of children with autism"]}]}],"canonical_facts":{"dc:contributor":["Xin, Joy"],"dc:creator":["Rizzo-Wise, Lori A."],"dc:date.available":["2016-05-18T07:00:00Z"],"dc:description.abstract":["The Picture Exchange Communication System (PECS) is an augmentative communication system used for children with autism and social-communication disorders.
Self-management is an intervention extensively documented for its effectiveness to improve behavior. Self-management programs typically involve some combination of two or more of the following strategies: self-monitoring, self-evaluation, and positive reinforcement. With limited knowledge of growth in self-management techniques among autistic children, the study of PECS and its influence on self-management may be a beneficial technique to increase appropriate behavior/classroom management.
The purpose of this study was to demonstrate the decrease of impulsive behaviors while teaching self-management skills to children with autism through the use of the Picture Exchange Communication System. Two students with autism in a self-contained classroom participated in the study. A multiple-baseline design was used and behavior observations were conducted across baseline, intervention and generalization phases.
The results showed consistent evidence that the Picture Exchange Communication System increases self-management skills while decreasing impulsive behaviors of children with autism. Though evidence was consistent, results will vary due to the nature of autism and inconsistencies in behavior.
"],"dc:identifier":["https://rdw.rowan.edu/etd/1504"],"dc:subject":["Picture Exchange Communication System; Autistic children--Education; Behavior therapy for children","Special Education and Teaching"],"dc:title":["The effects of the Picture Exchange Communication System (PECS) to decrease impulsive behaviors and increase self-management skills of children with autism"],"thesis:degree_discipline":["Interdisciplinary and Inclusive Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in Special Education"]},"updated_at":"2026-07-24T04:14:32Z"}