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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 />
Schwartz et al.<br />
(1998)<br />
Tincani (2004)<br />
cative behavior change was documented in all<br />
studies. The most comm<strong>on</strong>ly reported communicati<strong>on</strong><br />
c<strong>on</strong>sequences of PECS included:<br />
(a) successful use of PECS as a communicati<strong>on</strong><br />
tool (reported in 100% studies); (b) an<br />
increase in overall level of communicati<strong>on</strong><br />
<strong>and</strong> language (reported in 62% studies); (c)<br />
an increase in sp<strong>on</strong>taneous language/<br />
speech/imitati<strong>on</strong> (reported in 46% studies);<br />
(d) an increase in initiati<strong>on</strong>s of communicati<strong>on</strong><br />
(reported in 31% studies); <strong>and</strong> (e) an<br />
increase in mean length of utterance (re-<br />
Report of Relati<strong>on</strong> to<br />
a Generalizati<strong>on</strong> PECSb 14 m<strong>on</strong>ths <strong>on</strong> average (range <br />
3-28 m<strong>on</strong>ths) after <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
beginning of PECS training,<br />
children were using <str<strong>on</strong>g>the</str<strong>on</strong>g> PECS<br />
system in a functi<strong>on</strong>al manner<br />
to communicate with adults <strong>and</strong><br />
peers.<br />
The children mastered <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
fundamental PECS protocol<br />
within 11 m<strong>on</strong>ths, <strong>and</strong> learned<br />
to exchange with peers in an<br />
additi<strong>on</strong>al 3 m<strong>on</strong>ths.<br />
Children who learned PECS use<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g> system across settings. Fortyfour<br />
percent of <str<strong>on</strong>g>the</str<strong>on</strong>g> children<br />
acquired unprompted, n<strong>on</strong>echolalic<br />
spoken<br />
Y M<br />
communicati<strong>on</strong>, <strong>and</strong> all<br />
children dem<strong>on</strong>strated many<br />
successful communicative<br />
interacti<strong>on</strong>s across trained <strong>and</strong><br />
untrained functi<strong>on</strong>s <strong>and</strong><br />
settings.<br />
Children who received training in<br />
<strong>on</strong>e communicative functi<strong>on</strong><br />
dem<strong>on</strong>strated increased use of<br />
different untrained<br />
communicative functi<strong>on</strong>s.<br />
Y M<br />
One child with weak h<strong>and</strong>-motor<br />
imitati<strong>on</strong> skills learned PECS<br />
more rapidly than sign<br />
language. On <str<strong>on</strong>g>the</str<strong>on</strong>g> o<str<strong>on</strong>g>the</str<strong>on</strong>g>r h<strong>and</strong>,<br />
ano<str<strong>on</strong>g>the</str<strong>on</strong>g>r child with moderate<br />
imitati<strong>on</strong> skills learned sign<br />
language more rapidly than<br />
PECS. Y H<br />
Sign language training produced<br />
more vocalizati<strong>on</strong> for both<br />
children; however, a procedural<br />
modificati<strong>on</strong> to <str<strong>on</strong>g>the</str<strong>on</strong>g> PECS<br />
system increased <strong>on</strong>e child’s<br />
vocalizati<strong>on</strong> to a level similar to<br />
that in sign language training.<br />
a<br />
Y Yes, N No.<br />
b<br />
H High specificity, M moderate specificity, L Low specificity (see text for a more detailed descripti<strong>on</strong><br />
of specificity ratings).<br />
ported in 23% studies). Fur<str<strong>on</strong>g>the</str<strong>on</strong>g>rmore, <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
studies that included a follow-up assessment indicated<br />
maintenances of <str<strong>on</strong>g>the</str<strong>on</strong>g> gains identified at<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g> time of posttesting (Charlop-Christy et al.,<br />
2002; Heneker & Page, 2003; J<strong>on</strong>es, 2005; Magiati<br />
& Howlin, 2003; Schwartz et al., 1998).<br />
The studies that compared PECS against<br />
sign language training dem<strong>on</strong>strated that<br />
(a) rates of acquisiti<strong>on</strong> in PECS were faster<br />
than rates of acquisiti<strong>on</strong> in sign language,<br />
(b) PECS was <str<strong>on</strong>g>the</str<strong>on</strong>g> preferred method of communicati<strong>on</strong><br />
for most participants compared<br />
Functi<strong>on</strong>al Communicati<strong>on</strong> Interventi<strong>on</strong> / 73