Download the Journal (PDF) - Division on Autism and ...
Download the Journal (PDF) - Division on Autism and ...
Download the Journal (PDF) - Division on Autism and ...
Create successful ePaper yourself
Turn your PDF publications into a flip-book with our unique Google optimized e-Paper software.
is still encountering <strong>on</strong>ly <strong>on</strong>e symbol <strong>on</strong> a<br />
board at any <strong>on</strong>e time.<br />
Phase III – Picture Discriminati<strong>on</strong>. The terminal<br />
object for this phase is that <str<strong>on</strong>g>the</str<strong>on</strong>g> child<br />
requests desired items by going to a communicati<strong>on</strong><br />
book, selecting <str<strong>on</strong>g>the</str<strong>on</strong>g> appropriate pictures<br />
from an array, <strong>and</strong> going to a communicati<strong>on</strong><br />
partner <strong>and</strong> giving him/her <str<strong>on</strong>g>the</str<strong>on</strong>g> picture<br />
(Frost & B<strong>on</strong>dy, 2002, pp.123). In this stage<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g> child is asked to discriminate between several<br />
items <strong>on</strong> a board, choosing which item he<br />
wants, or which activities he wants to try. The<br />
child begins by answering forms of <str<strong>on</strong>g>the</str<strong>on</strong>g> questi<strong>on</strong><br />
“What do you want?” but <str<strong>on</strong>g>the</str<strong>on</strong>g>se are faded<br />
quickly so <str<strong>on</strong>g>the</str<strong>on</strong>g> child will make choices sp<strong>on</strong>taneously<br />
as well as in resp<strong>on</strong>se to a questi<strong>on</strong>. As<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g> child becomes more comfortable making<br />
discriminati<strong>on</strong>s, a third item may be added,<br />
<strong>and</strong> so <strong>on</strong>.<br />
Phase IV – Sentence Structure. The terminal<br />
objective is that <str<strong>on</strong>g>the</str<strong>on</strong>g> child requests present <strong>and</strong><br />
n<strong>on</strong>-present items using a multi-word phrase<br />
by going to <str<strong>on</strong>g>the</str<strong>on</strong>g> book, picking up a picture/<br />
symbol of “I want,” putting it <strong>on</strong> a sentence<br />
strip, picking out <str<strong>on</strong>g>the</str<strong>on</strong>g> picture of what she<br />
wants, putting it <strong>on</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> sentence strip, removing<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g> strip from <str<strong>on</strong>g>the</str<strong>on</strong>g> communicati<strong>on</strong> board,<br />
<strong>and</strong> finally approaching <str<strong>on</strong>g>the</str<strong>on</strong>g> communicative<br />
partner <strong>and</strong> giving <str<strong>on</strong>g>the</str<strong>on</strong>g> sentence strip to him<br />
(Frost & B<strong>on</strong>dy, 2002, pp.159). Thus, <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
child is taught to combine <str<strong>on</strong>g>the</str<strong>on</strong>g> object picture<br />
with <str<strong>on</strong>g>the</str<strong>on</strong>g> carrier phrase “I want” <strong>on</strong> a sentence<br />
strip <strong>and</strong> to give <str<strong>on</strong>g>the</str<strong>on</strong>g> strip to <str<strong>on</strong>g>the</str<strong>on</strong>g> adult or<br />
communicati<strong>on</strong> partner. The two pictures are<br />
attached to a sentence strip <strong>and</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> entire<br />
strip is exchanged with <str<strong>on</strong>g>the</str<strong>on</strong>g> communicative<br />
partner in return for <str<strong>on</strong>g>the</str<strong>on</strong>g> pictured item.<br />
Phase V – Resp<strong>on</strong>ding to “What do you want?”<br />
In this stage <str<strong>on</strong>g>the</str<strong>on</strong>g> child learns to resp<strong>on</strong>d to <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
questi<strong>on</strong> “What do you want?” by exchanging<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g> sentence strip. Thus, this phase extends<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g> sentence structure begun in Phase IV. Use<br />
of <str<strong>on</strong>g>the</str<strong>on</strong>g> questi<strong>on</strong>ing phrase is deliberately delayed<br />
until this phase because <str<strong>on</strong>g>the</str<strong>on</strong>g> exchange<br />
behavior should be automatic by that point in<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g> programming sequence (Frost & B<strong>on</strong>dy,<br />
2002, pp. 209). Adjectives <strong>and</strong> o<str<strong>on</strong>g>the</str<strong>on</strong>g>r words<br />
may be added to <str<strong>on</strong>g>the</str<strong>on</strong>g> child’s repertoire to help<br />
her fur<str<strong>on</strong>g>the</str<strong>on</strong>g>r refine her requests.<br />
Phase VI – Commenting. In this finial stage,<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g> child learns to resp<strong>on</strong>d to <str<strong>on</strong>g>the</str<strong>on</strong>g> questi<strong>on</strong>s<br />
“What do you want?” “What do you see?”<br />
“What do you have?” This phase makes a fun-<br />
damental shift in <str<strong>on</strong>g>the</str<strong>on</strong>g> child’s communicati<strong>on</strong><br />
as well as <str<strong>on</strong>g>the</str<strong>on</strong>g> expected outcome from <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
teachers or peers. That is, it is designed to<br />
introduce <str<strong>on</strong>g>the</str<strong>on</strong>g> child to commenting behavior,<br />
while <str<strong>on</strong>g>the</str<strong>on</strong>g> previous stages focused <strong>on</strong> requesting<br />
behavior. Through <str<strong>on</strong>g>the</str<strong>on</strong>g> use of pictures for<br />
“I see,” “I hear,” “I smell,” etc., <str<strong>on</strong>g>the</str<strong>on</strong>g> child is<br />
taught to comment <strong>on</strong> elements of his/her<br />
envir<strong>on</strong>ment.<br />
Search Strategy<br />
Search Terms<br />
Relevant studies were identified by using <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
keywords “PECS” <strong>and</strong> “Picture Exchange<br />
Communicati<strong>on</strong> System.” The term “autism”<br />
was used to fur<str<strong>on</strong>g>the</str<strong>on</strong>g>r restrict <str<strong>on</strong>g>the</str<strong>on</strong>g> search. Fur<str<strong>on</strong>g>the</str<strong>on</strong>g>r,<br />
an author search was c<strong>on</strong>ducted using<br />
“Andy B<strong>on</strong>dy” <strong>and</strong> “Lori Frost.”<br />
Sources<br />
A computer-assisted bibliographic search was<br />
c<strong>on</strong>ducted. The Psychological Abstracts (PsycINFO),<br />
Educati<strong>on</strong>al Resources Informati<strong>on</strong><br />
Center (ERIC) database, Exp<strong>and</strong>ed Academic<br />
ASAP, Wils<strong>on</strong> OmniFile, MEDLINE, Dissertati<strong>on</strong><br />
Abstract Online, Center for Internati<strong>on</strong>al<br />
Rehabilitati<strong>on</strong> Research Informati<strong>on</strong> <strong>and</strong> Exchange<br />
(CIRRIE), <strong>and</strong> REHABDATA were <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
primary informati<strong>on</strong> databases searched for<br />
relevant studies. An <strong>on</strong>line search of <str<strong>on</strong>g>the</str<strong>on</strong>g> Internet<br />
via <str<strong>on</strong>g>the</str<strong>on</strong>g> Google search engine was also<br />
c<strong>on</strong>ducted. The reference lists of all acquired<br />
sources were also reviewed. In additi<strong>on</strong>, h<strong>and</strong><br />
searches were completed for journal articles,<br />
book chapters, <strong>and</strong> books to locate additi<strong>on</strong>al<br />
studies of PECS that may have been omitted<br />
from <str<strong>on</strong>g>the</str<strong>on</strong>g> bibliographic search findings. Finally,<br />
repeated sweeps of various sources were<br />
made until no fur<str<strong>on</strong>g>the</str<strong>on</strong>g>r studies could be located.<br />
Selecti<strong>on</strong> Criteria<br />
Studies were included in <str<strong>on</strong>g>the</str<strong>on</strong>g> research syn<str<strong>on</strong>g>the</str<strong>on</strong>g>sis<br />
if <str<strong>on</strong>g>the</str<strong>on</strong>g>y met all <str<strong>on</strong>g>the</str<strong>on</strong>g> following criteria: (a) <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
focus of <str<strong>on</strong>g>the</str<strong>on</strong>g> study was to establish <str<strong>on</strong>g>the</str<strong>on</strong>g> effectiveness<br />
of PECS for improving functi<strong>on</strong>al<br />
communicati<strong>on</strong> skills; (b) <str<strong>on</strong>g>the</str<strong>on</strong>g> PECS training<br />
was described in sufficient detail to ascertain<br />
that <str<strong>on</strong>g>the</str<strong>on</strong>g> interventi<strong>on</strong> applied in a review study<br />
Functi<strong>on</strong>al Communicati<strong>on</strong> Interventi<strong>on</strong> / 63