Do children with autism use the Picture Exchange Communication System (PECS) to make spontaneous requests?

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 &amp; Hotchkis, 2002;<br/>Chiang &amp; 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.

Name dc:type.qualificationname

Ph.D.

Level dc:type.qualificationlevel

doctoral

Grantor dc:publisher.institution

University of Southampton

Year dc:date.issued

2010

Author dc:creator

• Farrer, Amy

Advisor dc:contributor.advisor

• Remington, Bob