{"id":{"repo_id":"soton","oai_identifier":"oai:eprints.soton.ac.uk:171963"},"canonical_url":"https://search.dev.ndltd.org/etd/soton/oai:eprints.soton.ac.uk:171963","repository":{"repo_id":"soton","name":"University of Southampton","base_url":"https://eprints.soton.ac.uk/cgi/oai2"},"display":{"title":"Do children with autism use the Picture Exchange Communication System (PECS) to make spontaneous requests?","abstract":"This review examines the research on the Picture Exchange Communication System
(PECS), which has become a popular communication strategy for children with
autism and other communication disorders. A growing body of research has shown
that the system is a promising mode of communication. There is, however, a paucity
of research that examines the conditions under which the PECS is used, specifically
whether children use the PECS to make spontaneous requests. A lack of agreement
currently exists over the definition of the term ‘spontaneity’ and so researchers of the
PECS who do report instances of spontaneity may be basing the judgment on
different patterns of behaviour. Skinner’s (1957) analysis of verbal behaviour and the
continuum model of spontaneity (Carter, 2002,2003a; Carter & Hotchkis, 2002;
Chiang & Carter, 2008) can be used to understand the development of self-initiated
requesting behaviour. Both frameworks state that requests can only be considered as
fully spontaneous if they occur without prompts from another person and when the
desired item is not in sight. There is a lack of research that examines whether
children are able to use the PECS to make requests under these conditions.
Furthermore, this literature review shows that some children may be unable to use the
PECS to request items not in sight because of the teaching conditions used and/or
because the reinforcement practices of the community may be inefficient, and,
therefore, ways of promoting spontaneity are considered.","abstract_html":"This review examines the research on the Picture Exchange Communication System<br/>(PECS), which has become a popular communication strategy for children with<br/>autism and other communication disorders. A growing body of research has shown<br/>that the system is a promising mode of communication. There is, however, a paucity<br/>of research that examines the conditions under which the PECS is used, specifically<br/>whether children use the PECS to make spontaneous requests. A lack of agreement<br/>currently exists over the definition of the term ‘spontaneity’ and so researchers of the<br/>PECS who do report instances of spontaneity may be basing the judgment on<br/>different patterns of behaviour. Skinner’s (1957) analysis of verbal behaviour and the<br/>continuum model of spontaneity (Carter, 2002,2003a; Carter & Hotchkis, 2002;<br/>Chiang & Carter, 2008) can be used to understand the development of self-initiated<br/>requesting behaviour. Both frameworks state that requests can only be considered as<br/>fully spontaneous if they occur without prompts from another person and when the<br/>desired item is not in sight. There is a lack of research that examines whether<br/>children are able to use the PECS to make requests under these conditions.<br/>Furthermore, this literature review shows that some children may be unable to use the<br/>PECS to request items not in sight because of the teaching conditions used and/or<br/>because the reinforcement practices of the community may be inefficient, and,<br/>therefore, ways of promoting spontaneity are considered.","abstract_has_math":false,"creators":["Farrer, Amy"],"institution":"University of Southampton","degree_name":"Ph.D.","degree_level":"doctoral","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Remington, Bob"],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010-05","date_published":"2010-05","updated_at":"2026-07-24T04:36:21Z","subjects":[],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":null,"outbound_label":null,"outbound_source":null},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Remington, Bob"]},{"key":"dc:creator","label":"Author","values":["Farrer, Amy"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2010-05"]},{"key":"dc:date.issued","label":"Date","values":["2010-05"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["Psychology (pre 2011 reorg)","School of Psychology"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Southampton"]},{"key":"dc:relation.isreferencedby","label":"Dc Relation Isreferencedby","values":["https://eprints.soton.ac.uk/171963/"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["doctoral"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["Ph.D."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://eprints.soton.ac.uk/171963/1/Thesis_-_Amy_Farrer.pdf"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This review examines the research on the Picture Exchange Communication System
(PECS), which has become a popular communication strategy for children with
autism and other communication disorders. A growing body of research has shown
that the system is a promising mode of communication. There is, however, a paucity
of research that examines the conditions under which the PECS is used, specifically
whether children use the PECS to make spontaneous requests. A lack of agreement
currently exists over the definition of the term ‘spontaneity’ and so researchers of the
PECS who do report instances of spontaneity may be basing the judgment on
different patterns of behaviour. Skinner’s (1957) analysis of verbal behaviour and the
continuum model of spontaneity (Carter, 2002,2003a; Carter & Hotchkis, 2002;
Chiang & Carter, 2008) can be used to understand the development of self-initiated
requesting behaviour. Both frameworks state that requests can only be considered as
fully spontaneous if they occur without prompts from another person and when the
desired item is not in sight. There is a lack of research that examines whether
children are able to use the PECS to make requests under these conditions.
Furthermore, this literature review shows that some children may be unable to use the
PECS to request items not in sight because of the teaching conditions used and/or
because the reinforcement practices of the community may be inefficient, and,
therefore, ways of promoting spontaneity are considered."]},{"key":"dc:format","label":"Dc Format","values":["text"]},{"key":"dc:title","label":"Title","values":["Do children with autism use the Picture Exchange Communication System (PECS) to make spontaneous requests?"]}]}],"canonical_facts":{"dc:contributor.advisor":["Remington, Bob"],"dc:creator":["Farrer, Amy"],"dc:date":["2010-05"],"dc:date.issued":["2010-05"],"dc:description.abstract":["This review examines the research on the Picture Exchange Communication System
(PECS), which has become a popular communication strategy for children with
autism and other communication disorders. A growing body of research has shown
that the system is a promising mode of communication. There is, however, a paucity
of research that examines the conditions under which the PECS is used, specifically
whether children use the PECS to make spontaneous requests. A lack of agreement
currently exists over the definition of the term ‘spontaneity’ and so researchers of the
PECS who do report instances of spontaneity may be basing the judgment on
different patterns of behaviour. Skinner’s (1957) analysis of verbal behaviour and the
continuum model of spontaneity (Carter, 2002,2003a; Carter & Hotchkis, 2002;
Chiang & Carter, 2008) can be used to understand the development of self-initiated
requesting behaviour. Both frameworks state that requests can only be considered as
fully spontaneous if they occur without prompts from another person and when the
desired item is not in sight. There is a lack of research that examines whether
children are able to use the PECS to make requests under these conditions.
Furthermore, this literature review shows that some children may be unable to use the
PECS to request items not in sight because of the teaching conditions used and/or
because the reinforcement practices of the community may be inefficient, and,
therefore, ways of promoting spontaneity are considered."],"dc:format":["text"],"dc:identifier.uri":["https://eprints.soton.ac.uk/171963/1/Thesis_-_Amy_Farrer.pdf"],"dc:publisher.department":["Psychology (pre 2011 reorg)","School of Psychology"],"dc:publisher.institution":["University of Southampton"],"dc:relation.isreferencedby":["https://eprints.soton.ac.uk/171963/"],"dc:title":["Do children with autism use the Picture Exchange Communication System (PECS) to make spontaneous requests?"],"dc:type":["Thesis"],"dc:type.qualificationlevel":["doctoral"],"dc:type.qualificationname":["Ph.D."]},"updated_at":"2026-07-24T04:36:21Z"}