The present study was designed to answer the question; Does the Implementation of a Picture Exchange Communication System (PECS) increase positive social behavior among third and fourth grade students during activity (circle time and table top)? PECS is a communication system that is used with non-verbal individuals of any age. Non-verbal individuals use pictures to represent their wants and needs and to make choices among objects (Blampied, Walker, Grice, & Carre, 2009). The present investigation focused on the Implementation of a PECS and other visual representations with 3rd and 4th grade special education students between the ages of eight to eleven. Picture representations included, (a) picture schedules, (b) visual cues, (c) sign language, (d) PECS, and (e) video modeling. Picture schedules were used regularly
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The use of visual displays of daily activities also served to prevent students from becoming upset or having outbursts if and when scheduled events changed. Picture schedules enabled students to get through a school days tantrum-free (Dettmer, Simpson, Myles, & Ganz, 2000). Visual cues (e.g., cartoon pictures and photographs) were also implementing the routine within the third and fourth grade special education classroom to help students understand specific objects and materials in their environment. Pictures were typically accompanied by words written in bold print to convey word meanings (e.g., door, desk, lights, and books). Student photos along with their names were also placed inside the coat placement cubby. These visual cues showed students where their personal belongings were to be placed until the end of the school day. In general, visual cues provided students with special needs with structure and routine, direction to improve transitions, and helped them to self-regulate and self-monitor their behavior to a greater extent (Ganz & Flores,
The use of visual displays of daily activities also served to prevent students from becoming upset or having outbursts if and when scheduled events changed. Picture schedules enabled students to get through a school days tantrum-free (Dettmer, Simpson, Myles, & Ganz, 2000). Visual cues (e.g., cartoon pictures and photographs) were also implementing the routine within the third and fourth grade special education classroom to help students understand specific objects and materials in their environment. Pictures were typically accompanied by words written in bold print to convey word meanings (e.g., door, desk, lights, and books). Student photos along with their names were also placed inside the coat placement cubby. These visual cues showed students where their personal belongings were to be placed until the end of the school day. In general, visual cues provided students with special needs with structure and routine, direction to improve transitions, and helped them to self-regulate and self-monitor their behavior to a greater extent (Ganz & Flores,