The Effect of the Picture Exchange Communication System on Individuals with Autism Spectrum Disorder

Aslı Kanadlı; Derya Genç Tosun

Makale detayları

The Effect of the Picture Exchange Communication System on Individuals with Autism Spectrum Disorder

Yazarlar:

Aslı Kanadlı | Derya Genç Tosun

Yayıncı:

Ankara University

Ana Başlıklar:

Otizm ve Spekrum Bozukluğu Eğitimi

Dergi:

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi Vol.26 Issue 2, pp.235-251

Belge Tipi:

Makale

Yayın Tarihi:

1/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001349605

pISSN:

1304-7639

Anahtar kelimeler:

Özet:

 Introduction: The aim of this study was to examine the effect of the Picture Exchange Communication System PECS protocol in teaching individuals with moderatesevere autism spectrum disorder ASD the ability to initiate spontaneous communication and request food. Method: In the study, a single-subject research model, multiple probe design with across-participant was used. The participants of the study were three boys diagnosed with moderatesevere ASD attending a special education practice school. The independent variable of the study was the first three phases of the PECS protocol, and the dependent variable was the childs ability to initiate spontaneous communication and request food. The study included baseline, intervention, generalization and follow-up sessions. Results: The first three phases of the PECS protocol were found to be effective in children with moderatesevere ASD in learning the skill of requesting food. The children were able to maintain the food-requesting skill they learned one and three weeks after the last intervention session and were able to generalize this skill to different environments and people. Teachers who participated in the study as communication partners expressed positive opinions about the study. Discussion: The effectiveness findings of the study are consistent with other studies in the literature that examined the effect of PECS on the acquisition of requesting skills by individuals with ASD. The findings were discussed in comparison with the related literature and suggestions were made for future research and practice.

 Introduction: The aim of this study was to examine the effect of the Picture Exchange Communication System PECS protocol in teaching individuals with moderatesevere autism spectrum disorder ASD the ability to initiate spontaneous communication and request food. Method: In the study, a single-subject research model, multiple probe design with across-participant was used. The participants of the study were three boys diagnosed with moderatesevere ASD attending a special education practice school. The independent variable of the study was the first three phases of the PECS protocol, and the dependent variable was the childs ability to initiate spontaneous communication and request food. The study included baseline, intervention, generalization and follow-up sessions. Results: The first three phases of the PECS protocol were found to be effective in children with moderatesevere ASD in learning the skill of requesting food. The children were able to maintain the food-requesting skill they learned one and three weeks after the last intervention session and were able to generalize this skill to different environments and people. Teachers who participated in the study as communication partners expressed positive opinions about the study. Discussion: The effectiveness findings of the study are consistent with other studies in the literature that examined the effect of PECS on the acquisition of requesting skills by individuals with ASD. The findings were discussed in comparison with the related literature and suggestions were made for future research and practice.

 Introduction: The aim of this study was to examine the effect of the Picture Exchange Communication System PECS protocol in teaching individuals with moderatesevere autism spectrum disorder ASD the ability to initiate spontaneous communication and request food. Method: In the study, a single-subject research model, multiple probe design with across-participant was used. The participants of the study were three boys diagnosed with moderatesevere ASD attending a special education practice school. The independent variable of the study was the first three phases of the PECS protocol, and the dependent variable was the childs ability to initiate spontaneous communication and request food. The study included baseline, intervention, generalization and follow-up sessions. Results: The first three phases of the PECS protocol were found to be effective in children with moderatesevere ASD in learning the skill of requesting food. The children were able to maintain the food-requesting skill they learned one and three weeks after the last intervention session and were able to generalize this skill to different environments and people. Teachers who participated in the study as communication partners expressed positive opinions about the study. Discussion: The effectiveness findings of the study are consistent with other studies in the literature that examined the effect of PECS on the acquisition of requesting skills by individuals with ASD. The findings were discussed in comparison with the related literature and suggestions were made for future research and practice.

 Giriş: Bu araştırmanın amacı, ortaağır düzeyde otizm spektrum bozukluğu OSB olan bireylere kendiliğinden iletişim başlatıp yiyecek talep etme becerisinin öğretiminde kullanılan resim değiş tokuşuna dayalı iletişim sistemi Picture exchange communication system PECS protokolünün etkisini incelemektir. Yöntem: Araştırmada tek-denekli araştırma modellerinden katılımcılar arası yoklama denemeli çoklu yoklama deseni kullanılmıştır. Araştırmanın katılımcıları bir özel eğitim uygulama okuluna devam eden ortaağır düzey OSB tanılı üç erkek çocuktur. Araştırmanın bağımsız değişkeni PECS protokolünün ilk üç evresi, bağımlı değişkeni ise çocuğun kendiliğinden iletişim başlatıp yiyecek talep etme becerisidir. Araştırmada başlama düzeyi, uygulama, genelleme ve izleme oturumları yer almıştır. Bulgular: PECS protokolünün ilk üç evresi ortaağır düzeyde OSB olan çocukların yiyecek talep etme becerisini öğrenmesinde etkili bulunmuştur. Çocuklar öğrendikleri yiyecek talep etme becerisini öğretim tamamlandıktan bir ve üç hafta sonra koruyabilmiş ve bu beceriyi farklı ortam ve kişilere genelleyebilmişlerdir. Araştırmaya iletişim ortağı olarak katılan öğretmenler ise araştırmaya ilişkin olumlu görüşler belirtmiştir. Tartışma: Araştırmanın etkililik bulguları, alanyazında yer alan OSB olan bireylerin talep etme becerisi kazanmasında PECSin etkisini inceleyen diğer çalışmalarla tutarlılık göstermektedir. Bulgular ilgili alanyazın ile karşılaştırarak tartışılmış ve ileriki araştırmalar ve uygulamaya yönelik önerilerde bulunulmuştur.

Makale detayları

The Effect of the Picture Exchange Communication System on Individuals with Autism Spectrum Disorder

Yazarlar:

Aslı Kanadlı | Derya Genç Tosun

Yayıncı:

Ankara University

Ana Başlıklar:

Otizm ve Spekrum Bozukluğu Eğitimi

Dergi:

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi Vol.26 Issue 2, pp.235-251

Belge Tipi:

Makale

Yayın Tarihi:

1/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001349605

pISSN:

1304-7639

Requesting

augmentative and alternative communication

autism spectrum disorder

picture exchange communication system (PECS)

initiation of communicationTalep Etme

alternatif ve destekleyici iletişim

otizm spektrum bozukluğu

resim değiş tokuşuna dayalı iletişim sistemi (PECS)

iletişim başlatma

Sayı

Makale detayları

Yazarlar: Aslı Kanadlı | Derya Genç Tosun

Yayıncı: Ankara University

Ana Başlıklar: Otizm ve Spekrum Bozukluğu Eğitimi

Dergi: Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi Vol.26 Issue 2, pp.235-251

Belge Tipi: Makale

Yayın Tarihi: 1/2025

Belge Dili: İngilizce

Document ID (Org No.): 2001349605

pISSN: 1304-7639

Sayı

Yazarlar:

Aslı Kanadlı | Derya Genç Tosun

Yayıncı:

Ankara University

Ana Başlıklar:

Otizm ve Spekrum Bozukluğu Eğitimi

Dergi:

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi Vol.26 Issue 2, pp.235-251

Belge Tipi:

Makale

Yayın Tarihi:

1/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001349605

pISSN:

1304-7639