Impact of the Picture Exchange Communication System: Effects on Communication and Collateral Effects on Maladaptive Behaviors

Abstract

Many children with autism require intensive instruction in the use of augmentative or alternative communication systems, such as the Picture Exchange Communication System (PECS). This study investigated the use of PECS with three young boys with autism to determine the impact of PECS training on use of pictures for requesting, use of intelligible words, and maladaptive behaviors. A multiple baseline-probe design with a staggered start was implemented. Results indicated that all of the participants quickly learned to make requests using pictures and that two used intelligible speech following PECS instruction; maladaptive behaviors were variable throughout baseline and intervention phases. Although all of the participants improved in at least one dependent variable, there remain questions regarding who is best suited for PECS and similar interventions.

Keywords:

• Autism spectrum disorders
• Picture Exchange Communication System
• Maladaptive behaviors
• Speech
• Augmentative and alternative communication

Acknowledgements

The authors extend thanks to Olga Vasquez-Silva and her staff at One for Autism for their generous support and assistance with data collection during the conduct of this study.

Declaration of interest: The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the paper.

Note

1. In addition to use of pictures, words, and maladaptive behaviors, data were also collected on communicative gestures; however, virtually no clearly communicative gestures were observed throughout the study. The participants grabbed at items, but almost never pointed or used conventional gestures (e.g., reached toward an item with an open hand ready to accept the item, coordinated eye contact between the item and the eyes of the person holding the item). There was one exception: During Adrian's second baseline session, he reached for an item while using eye contact to communicate a request. Adrian did this several times during that session, but did not repeat it during any other session. The other participants reached for items and tried to grab them without making eye contact with the adult holding the items, which we interpreted as efforts to access the items independently, not to communicate requests.