increase in spoken language, functional play and other aspects of language, but maybe a different child with ASD might not show the same improvements. This study contributes to our knowledge of evidence-based practice (EBP) because not only has PECS intervention been widely used by SLP’s for the ASD population but there are also numerous studies that support the use of PECS. In specific, the present study demonstrates first-hand data that supports the use of the PECS as a communication form for children with ASD. In Tom’s case, training of PECS showed great gains in spoken language, functional play and verbal requesting which are some of the areas in which children with ASD exhibit impairments. Furthermore, the client’s needs were taken into
