The goal of this study is to assess the PECS training with a 3 year old boy with autism. The aim is to evaluate the changes in spoken language such as manding , social communicative behaviors and functional play. The participant for this student was a 3 year and 7 month old boy. He was diagnosed with Autism Spectrum disorder at the age of 3 years and 5 month. The participant is considered to be mild to moderated level of Autism. When he was 2 years and 10 months old, he showed evidences of two syllable words and had ability to babble words before “momma” and “dada” such as “no” or “bye-bye”. Prior to the intervention he attended inclusion kindergarten twice a week. In addition, he attended an intervention once a week. At the intervention,
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As for social validity it appeared that participant’s social skills increased. According to his mother, teacher and speech therapist saw a positive changed based on the PECS training program. Overall the participant benefited from this study. The study proved that there was an increase in observered vocabulary in the generalization setting and an increase in developmental play areas. However, increased mand in generalization setting was inclusive. This could be because the PECS book was not always present. Multiple factors could be suggested that had an impact on the effectiveness of PECS. These factors include, highly desired items, highly structure teaching format along with real visual representation and teaching self-initiated communication. The participants did experience generalization of PECS during Phase 2, but overall spontaneous use of PECS remained at a constant low throughout the study. This could be due to the lack visibility of the PECS book or because of the time and location of the session. PECS applies to verbal behavior, play and social function because it allows the child to communicate. Instead of the child getting frustrated because he can express what he wants, he can go to his book and tell you what he wants with the
As for social validity it appeared that participant’s social skills increased. According to his mother, teacher and speech therapist saw a positive changed based on the PECS training program. Overall the participant benefited from this study. The study proved that there was an increase in observered vocabulary in the generalization setting and an increase in developmental play areas. However, increased mand in generalization setting was inclusive. This could be because the PECS book was not always present. Multiple factors could be suggested that had an impact on the effectiveness of PECS. These factors include, highly desired items, highly structure teaching format along with real visual representation and teaching self-initiated communication. The participants did experience generalization of PECS during Phase 2, but overall spontaneous use of PECS remained at a constant low throughout the study. This could be due to the lack visibility of the PECS book or because of the time and location of the session. PECS applies to verbal behavior, play and social function because it allows the child to communicate. Instead of the child getting frustrated because he can express what he wants, he can go to his book and tell you what he wants with the