The Effects of Picture Exchange Communication System (PECS) Using ‘Wh-questions’ on Sentence Speaking of Student with Autism Spectrum Disorder

2021 ◽  
Vol 9 (2) ◽  
pp. 1-32
Author(s):  
Youngmo Kang ◽  
Ahra Jo ◽  
Seung Hyun Son
Keyword(s):  
Autism Spectrum Disorder ◽  
Communication System ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Picture Exchange Communication System ◽  
Wh Questions ◽  
Picture Exchange

Use of a Picture Exchange Communication System for preventive procedures in individuals with autism spectrum disorder: pilot study

2016 ◽  
Vol 36 (5) ◽  
pp. 254-259 ◽  
Author(s):  
Adriana Gledys Zink ◽  
Michele Baffi Diniz ◽  
Maria Teresa Botti Rodrigues dos Santos ◽  
Renata Oliveira Guaré
Keyword(s):  
Autism Spectrum Disorder ◽  
Pilot Study ◽  
Communication System ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Picture Exchange Communication System ◽  
Picture Exchange

scholarly journals Penerapan PECS-Bahan Ajar Autisme

2021 ◽  
Vol 1 ◽  
pp. 333-340
Author(s):  
Romy Budhi Widodo ◽  
Windra Swastika ◽  
Kestrilia Rega Prilianti
Keyword(s):  
Autism Spectrum Disorder ◽  
Communication System ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Picture Exchange Communication System ◽  
Picture Exchange

Kegiatan yang dilakukan bertujuan untuk memberikan nilai lebih kepada mitra. Pada kesempatan ini, kelompok kami berusaha ingin memberikan nilai lebih kepada salah satu Wisma Epilepsi yang ada di kota Malang. Di wisma tersebut terdapat anak autis, ASD (Autism Spectrum Disorder) dan sekaligus hiperaktif yang berusia 14 tahun. Dari hasil pengamatan oleh pembina, anak asuh dengan ASD ini memiliki tipe belajar visual. Alat-alat bermain dan belajar visual yang telah dimiliki perlu dianalisis dan jika perlu ditingkatkan keberagamannya sesuai kerjasama dengan penanggung jawab wisma. Keragaman bahan ajar juga disesuaikan dengan kemajuan pemahaman konsep dari anak tersebut. Beberapa alat belajar juga sering mengalami kerusakan sehingga diperlukan cara melindungi alat-alat belajar tersebut dari koyak dan kerusakan. Luaran sosial yang diharapkan adalah adanya peningkatan kemampuan dan kreatifitas anak ASD di Wisma Epilepsi tersebut. Pada kegiatan ini usaha menerapkan PECS-picture exchange communication system-dilakukan meski kendala pertemuan fisik yang jumlahnya tidak dapat terlalu banyak disebabkan ketidaknyamanan interaksi fisik di masa pandemi. Hasil pengamatan dari beberapa kali pertemuan dengan menerapkan PECS diperoleh bahwa penggabungan PECS dan model 3 dimensi, lebih sesuai digunakan, daripada hanya metode PECS saja, pada subjek

scholarly journals Effects of an iPad-based Speech-Generating Device Infused into Instruction with the Picture Exchange Communication System for Adolescents and Young Adults with Severe Autism Spectrum Disorder

2019 ◽  
Vol 43 (6) ◽  
pp. 898-932 ◽  
Author(s):  
Oliver Wendt ◽  
Ning Hsu ◽  
Kara Simon ◽  
Alyssa Dienhart ◽  
Lauren Cain
Keyword(s):  
Autism Spectrum Disorder ◽  
Speech Production ◽  
Communication System ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Natural Speech ◽  
Picture Exchange Communication System ◽  
Speech Acquisition ◽  
Speech Generating Device ◽  
Severe Autism

This study used a multiple baseline, single-subject research design to investigate the efficacy of an iPad®-based speech-generating device (SGD). The iPad was equipped with the SPEAKall!® application to function as a SGD. SGDs are a form of aided augmentative and alternative communication (AAC) allowing a user to communicate using digitized and/or synthesized speech. Instruction followed a modified version of the intervention phases from the Picture Exchange Communication System (PECS). This modified PECS protocol was implemented with two adolescents and one young adult between the ages of 14 and 23. All three participants were diagnosed with severe autism spectrum disorder and little to no functional speech. Dependent measures included the ability to request for edible and tangible items as the primary measure, and the ability to engage in natural speech production as an ancillary measure to determine simultaneous, additive effects on speech acquisition. Results indicated increases in requesting behaviors for all three participants across intervention and maintenance phases. Once participants mastered requesting of edible items, they were able to generalize the skill to tangible items. However, mixed results were found when targeting natural speech production. Based on the current findings, the infusion of an iPad-based SGD into PECS instruction may be effective in increasing initial requesting skills; however, a facilitative effect on increasing speech acquisition cannot necessarily be expected for every participant.

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