TEACHING PICTURE COMMUNICATION TO DEVELOPMENTALLY DELAYED CHILDREN

Abstract

This study serves to examine the effectiveness of the Picture Exchange Communication System (PECS) compared to a more traditional method of teaching picture communication. A crossover sequential design was adopted. Four developmentally delayed children participated in the study. Data was taken on the frequency of communicative requests initiated using picture exchange, picture­ pointing or other non-verbal communications, and on the frequency of vocalisations. Some support was found for the hypothesis that picture exchange is more effective in teaching children to communicate their requests and in eliciting vocalisation. All subjects began using picture exchange after PECS training began, but only two subjects used pointing after training in pointing began. Overall, picture exchange occurred more frequently than pointing did. Vocalisation also tended to occur with picture exchange but not with pointing. Qualitative observations revealed advantages of PECS over other non-verbal communication systems. An assessment of social validity indicated that one of the four parents preferred PECS while the rest had no preference. Implications of the findings for future training with communicatively impaired populations are considered. Limitations of the study are discussed and suggestions for future research are made.