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TABLE 3—(C<strong>on</strong>tinued)<br />
Study Communicati<strong>on</strong> C<strong>on</strong>sequences O<str<strong>on</strong>g>the</str<strong>on</strong>g>r C<strong>on</strong>sequences<br />
Charlop-Christy<br />
et al. (2002)<br />
Ganz &<br />
Simps<strong>on</strong><br />
(2004)<br />
Heneker &<br />
Page (2003)<br />
All <str<strong>on</strong>g>the</str<strong>on</strong>g> children<br />
dem<strong>on</strong>strated<br />
approximately 30.7 more<br />
sp<strong>on</strong>taneous initiati<strong>on</strong>s<br />
per hour if <str<strong>on</strong>g>the</str<strong>on</strong>g>y were<br />
using sign language than<br />
if <str<strong>on</strong>g>the</str<strong>on</strong>g>y were using PECS.<br />
All three children mastered<br />
PECS use within a<br />
relatively short time.<br />
All children showed<br />
increases in sp<strong>on</strong>taneous/<br />
imitati<strong>on</strong> speech <strong>and</strong><br />
mean length of utterance.<br />
All children had collateral<br />
gain in socialcommunicative<br />
behavior,<br />
such as joint attenti<strong>on</strong><br />
<strong>and</strong> eye c<strong>on</strong>tact, following<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g> PECS training.<br />
All three children made<br />
progress in mastery of <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
PECS system <strong>and</strong><br />
dem<strong>on</strong>strated increases in<br />
average intelligible words<br />
spoken per trial.<br />
All participants began Phase<br />
I without word utterances<br />
or speaking in <strong>on</strong>e-word<br />
utterances <strong>and</strong> ended<br />
phase IV speaking threeto<br />
four-word-phases.<br />
All three children began<br />
using l<strong>on</strong>ger phrases <strong>and</strong><br />
speaking with more<br />
complex syntax by <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
end of <str<strong>on</strong>g>the</str<strong>on</strong>g> PECS training.<br />
One child showed a<br />
decrease in n<strong>on</strong>-word<br />
vocalizati<strong>on</strong>s, while <strong>on</strong>e<br />
child showed an increase.<br />
The third <strong>on</strong>e appeared<br />
relatively stable.<br />
The children were using<br />
more sophisticated forms<br />
of communicati<strong>on</strong> <strong>and</strong><br />
need less prompting to do<br />
so.<br />
Requesting was <str<strong>on</strong>g>the</str<strong>on</strong>g> main<br />
functi<strong>on</strong> of<br />
communicati<strong>on</strong>.<br />
The children were observed<br />
to use symbols as <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
main methods of<br />
communicati<strong>on</strong>.<br />
The children appeared to<br />
have learned <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
importance of needing<br />
somebody’s attenti<strong>on</strong><br />
before communicating<br />
with <str<strong>on</strong>g>the</str<strong>on</strong>g>m.<br />
A 70% or greater reducti<strong>on</strong> was<br />
observed for 10 of 12<br />
problem behaviors, <strong>and</strong> four<br />
problem behaviors were<br />
eliminated.<br />
The children did not show an<br />
increase in sp<strong>on</strong>taneously<br />
gaining <str<strong>on</strong>g>the</str<strong>on</strong>g> adult’s attenti<strong>on</strong>.<br />
The children appeared to show<br />
less frustrati<strong>on</strong> <strong>and</strong> were able<br />
to accept <str<strong>on</strong>g>the</str<strong>on</strong>g> fact that <str<strong>on</strong>g>the</str<strong>on</strong>g>y<br />
could not always have what<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g>y had asked for.<br />
70 / Educati<strong>on</strong> <strong>and</strong> Training in Developmental Disabilities-March 2008<br />
Report of<br />
Generalizati<strong>on</strong> a<br />
Relati<strong>on</strong> to<br />
PECS b<br />
N M<br />
Y M<br />
Y M