Research indicates that there are many strategies that could increase children’s academic and social performance in schools (Eikeseth et al., 2007; Eikeseth, Smith, Jahr, & Eldevik, 2002; Sallows & Graupner, 2005; Vismara & Rogers, 2008; Vivanti et al., 2014). When searching for the best strategy for each individual child, it is important to identify the Autism severity and the program (Reed & Osborne, 2012). Time input of the intervention also impacts the success of the strategy. The level of time input from the approaches is critical to the student success, and the children’s gains are proportional to the time input of the program (Reed & Osborne, 2012). With the increasing prevalence of ASD, it is important to identify interventions that can be used in and outside of the classroom to increase student academic and social success.
Applied Behavior Analysis (ABA) …show more content…
PECS is effective for children with developmental disabilities and Autism due to the inherent simplicity, lessened demands, built-in reinforcers, and versatility (Cihak et al., 2012). This intervention approach aims to use symbols and pictures to teach unprompted communicative skills within a social context (Magiati & Howlin, 2003).
After using PECS, students experienced success as communicators (Schwartz et al., 1998). Participants in many studies demonstrated increases in average intelligible words spoken per trial (Ganz & Simpson, 2004; Schwartz et al., 1998). Behaviors, such as moving of the head and hand flapping, have been decreased after the implementation of PECS (Malhotra et al., 2010). Children were able to generalize the use of the system, communicating with different people across settings and demonstrating mastery of various communicative functions (Schwartz et al.,
Applied Behavior Analysis (ABA) …show more content…
PECS is effective for children with developmental disabilities and Autism due to the inherent simplicity, lessened demands, built-in reinforcers, and versatility (Cihak et al., 2012). This intervention approach aims to use symbols and pictures to teach unprompted communicative skills within a social context (Magiati & Howlin, 2003).
After using PECS, students experienced success as communicators (Schwartz et al., 1998). Participants in many studies demonstrated increases in average intelligible words spoken per trial (Ganz & Simpson, 2004; Schwartz et al., 1998). Behaviors, such as moving of the head and hand flapping, have been decreased after the implementation of PECS (Malhotra et al., 2010). Children were able to generalize the use of the system, communicating with different people across settings and demonstrating mastery of various communicative functions (Schwartz et al.,