Picture Exchange Communication System (PECS) Implementation Program for children with autism spectrum disorder

Area of Science:

• Speech-Language Pathology
• Developmental Psychology
• Special Education

Background:

• Autism Spectrum Disorder (ASD) often presents with significant communication challenges, particularly in non-verbal individuals.
• The Picture Exchange Communication System (PECS) is a widely recognized augmentative and alternative communication (AAC) strategy.
• Implementing effective communication interventions is crucial for improving the quality of life for children with ASD.

Purpose of the Study:

• To evaluate the efficacy of a 24-session Picture Exchange Communication System (PECS) implementation program.
• To assess the program's impact on children with non-verbal autism spectrum disorder (ASD) or minimal verbalization.
• To determine the feasibility of PECS implementation within a school clinic setting of the Unified Health System (SUS).

Main Methods:

• A longitudinal study design was employed.
• The study included 22 children (17 boys, 5 girls) aged 6-12 years with non-verbal ASD or minimal verbalization.
• The intervention consisted of 24 individual speech-language therapy sessions, incorporating family participation, following the PECS Training Manual phases.

Main Results:

• All participants successfully completed the initial three phases of PECS.
• A significant majority achieved higher phases: 82% reached Phase IV, 64% Phase V, and 19% Phase VI.
• High family adherence (96%) was observed throughout the program.

Conclusions:

• A 24-session PECS program is effective in teaching communication skills to non-verbal children with ASD.
• Children demonstrated progress in communication, including sentence construction and increased vocabulary.
• The program also led to a reduction in non-adaptive behaviors and showed high family engagement.