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ventions for children with autism spectrum disorders. Focus on Autism and O<strong>the</strong>r Developmental Disabilities, 19, 194–204. Scattone, D., Wilczynski, S. M., Edwards, R. P., & Rabian, B. (2002). Decreasing disruptive behaviors of children with autism using Social Stories. <strong>Journal</strong> of Autism and Developmental Disorders, 32, 535–543. 60 / Education and Training in Developmental Disabilities-March 2008 Thiemann, K. S., & Goldstein, H. (2001). Social Stories, written text cues, and video feedback: Effects on social communication of children with autism. <strong>Journal</strong> of Applied Behavior Analysis, 34, 425–446. Received: 20 May 2006 Initial Acceptance: 22 July 2006 Final Acceptance: 22 December 2006
Effectiveness of <strong>the</strong> Picture Exchange Communication System as a Functional Communication Intervention for Individuals with Autism Spectrum Disorders: A Practice-Based Research Syn<strong>the</strong>sis Kai-Chien Tien University of Kansas Abstract: This research syn<strong>the</strong>sis verifies <strong>the</strong> effectiveness of <strong>the</strong> Picture Exchange Communication System (PECS) for improving <strong>the</strong> functional communication skills of individuals with autism spectrum disorders (ASD). The research syn<strong>the</strong>sis was focused on <strong>the</strong> degree to which variations in PECS training are associated with variations in functional communication outcomes (Dunst, Trivette & Cutspec, 2002). The communication consequences of PECS were examined in 13 studies, which included 125 participants with ASD who had been identified as having limited or no functional communication skills. Claims that PECS is an effective intervention for improving functional communication skills appeared to be supported by <strong>the</strong> available research evidence. The purpose of this practice-based research syn<strong>the</strong>sis was to verify <strong>the</strong> effectiveness of <strong>the</strong> Picture Exchange Communication System (PECS) for improving <strong>the</strong> functional communication skills of individuals with autism spectrum disorders (ASD). The syn<strong>the</strong>sis focused on <strong>the</strong> degree to which variations in <strong>the</strong> PECS training are associated with variations in functional communication consequences. In general terms, a practice-based research syn<strong>the</strong>sis differs from more traditional meta-analyses by systematically examining and unpacking <strong>the</strong> characteristics of practices that are related to differences in outcomes or consequences. Specifically, this type of analysis focuses more on understanding how <strong>the</strong> same or similar characteristics exert <strong>the</strong> same or similar observable effects and not solely on statistical or observation-based relationships between or among <strong>the</strong>se variables. The reader is referred to Dunst et al. (2002) for a detailed explanation of this framework. Individuals diagnosed with ASD share significant deficits in communication (American Correspondence concerning this article should be addressed to Kai-Chien Tien, University of Kansas, 4227 Wimbledon Dr., Lawrence, KS 66047. Education and Training in Developmental Disabilities, 2008, 43(1), 61–76 © <strong>Division</strong> on Developmental Disabilities Psychiatric Association, 2000). In order to address <strong>the</strong> communication challenges of children with ASD, behavior analysts, speech-language pathologists, and special educators increasingly have turned to augmentative and alternative communication (ACC) (Frea, Arnold, & Vittimberga, 2001). The Picture Exchange Communication System (PECS) is one of such augmentative communication system designed to increase functional communication skills and potentially provide a bridge to speech acquisition. The Picture Exchange Communication System been supported by a small number of case studies and a large body of anecdotal literature (Charlop-Christy, Carpenter, Le, Le- Blanc, & Kellet, 2002; Magiati & Howlin 2003; Mirenda, 2001; Mirenda & Erickson, 2000). Thus few published experimental studies have specifically investigated <strong>the</strong> effectiveness of PECS for children with ASD or o<strong>the</strong>r developmental disabilities. Fur<strong>the</strong>rmore, <strong>the</strong> majority of <strong>the</strong> anecdotal literatures reviewing <strong>the</strong> effectiveness of PECS were contributed by its developers, Andy Bondy and Lori Frost. Bondy and Frost’s first published article (1993) on PECS detailed its use with children and adults with developmental disabilities. Specifically, <strong>the</strong>y described <strong>the</strong> procedures Functional Communication Intervention / 61
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Education and Training in Developme
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Guardianship: Its Role in t
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guardians who are knowledgeable abo
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in budgeting and spending; (b) a sp
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Page 27 and 28: TABLE 1 School Demographics Demogra
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Page 31 and 32: participate in service learning pro
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Page 39 and 40: supports school personnel need to h
Page 41 and 42: Using Pivotal Response Training wit
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Page 47 and 48: ing play sessions with Group B, Col
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Page 51 and 52: Affirmative sentences emphasize a v
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Page 55 and 56: Kenji. For Kenji, all observation s
Page 57 and 58: Figure 2. Percentage of 10-s interv
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Page 61 and 62: Results The results of the<
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Page 69 and 70: TABLE 1 Characteristic of Participa
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Page 73 and 74: TABLE 3 Major Findings Study Commun
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Page 81 and 82: Preschool Teacher Perceptions of As
Page 83 and 84: TABLE 1 Teacher Demographics 1 Teac
Page 85 and 86: TABLE 3 Assistive Technology Self-A
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Peer-Implemented Time Delay Procedu
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show that peer tutors can reliably
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General Procedures The dependent va
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Skill training. The teacher and one
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Figure 2. Percent of correct respon
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heterogeneous group of students is
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States’ Eligibility Guidelines fo
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Method Procedure The first author d
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TABLE 1—(Continued) IQ part score
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eligibility to exhibit an IQ two or
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ility guidelines for MR from state
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