According to Alexis Tchaconas from the Columbia Undergraduate Science Journal, scientists that study Autism Spectrum Disorders are leaning towards thinking Autism is caused by genetic factors. They are neurodevelopment disorders in which communication difficulties can occur along with impairments of social skills. There are no specific factors that contribute specifically to Autism; science is getting closer to determining the root cause.
Rates of occurrence
Susan Siklos and Kimberly A. Kerns from the University of Victoria's Department of Psychology conducted a study of 56 parents who had autistic children. they reported that they saw an average of 4.5 professionals and waited 3 or more years to receive their child's official diagnosis. They stated that "autism occurs in 5 out of every 10,000 individuals and is three to four times more common in girls than boys."
Common behaviors associated with topic
Communication Delays - language is either not there at all or it develops slowly, sometimes instead of words; gestures are used, and attention spans may tend to be a lot shorter.
Social Interaction - Some individuals would rather spend time alone over spending it with others, they may be less responsive to social cues and may choose not to make friends.
Sensory Impairment- Some have a higher sensitivity to light, sound, pain, touch, and smell.
Play- Some may lack imaginative play and don't really know how to make believe. They also may not engage in pretend games.
Behaviors - They may be passive or overactive, tantrums can happen at any time for no apparent reason they may obsess over a single item such as trains, doors, clocks or any other object, they may express aggressiveness or self harm and they may demonstrate a lack of common sense.
Picture Exchange Communication System:
Definitions:
1. A pictorial communication system that was developed for children with social-communication deficits. (Charlop-Christy et al., 2010)
2. Is an augmentative and alternative communication system designed specifically to minimize difficulties with communication skills experienced by individuals with autism spectrum disorders. (Ganz & Simpson 2004)
History:
Early PECS development began in 1985 at the Delaware Autism Program by Lori Frost, M.S., CCC-SLP, and Andy Bondy, Ph.D. (Overcash et al., 2010)
How to do it
PECS Stages:
According to Deborah Preston and Mark Carter, authors of "A Review of the Efficacy of the Picture Exchange Communication System Intervention, there are six stages:
Make requests through picture exchange: second person acts as a prompter from behind learner; when learner reaches for the desired item, physically prompts to exchange picture; prompts faded as quickly as possible.
Persistence in initiating communication: Communicative partner moves gradually further away; picture is also gradually moved further away; number of communicative partners increased; "Communication book" is introduced, range of items requested is increased, but only one picture and item is available at a time.
Discrimination between symbols: Initially, two picture are presented (highly preferred and neutral or disliked); more pictures are added; later, more than one preferred item is offered at a time; periodic correspondence checks are carried out to check accuracy at discrimination.
Introduction of sentence structure: Taught to use a sentence strip, placing an "I want" as well as the symbol; requests can also be expanded with attributes such as color or size, e.g. "I want red play dough."
Answering question with a request: Taught to answer question "What do you want?"
Commenting: Taught to respond to other simple questions such as "What do you see?" : gradually, more spontaneous commenting is developed.
(Preston & Carter 2009)
Variations
In an article called "Variations on the Use of Pictorial Alternative Communication System with a Child with Autism and Development Delays" they demonstrate a variation in a case study. "The trainers introduced additional phases that incorporated a hierarchy of visuals allowing for more authentic representation of desired reinforcement" (Ganz et al., 2005). The variations would be based on the how the student is progressing through the program. PECS is a six phase strategy and most people will follow those phases, and the only variation that there is with PECS is the reinforcement for each student. "The only prerequisite to PECS implementation is identification of a powerful reinforcer (an item or activity that the individual really like" (Overcash et al., 2010). The only way PECS will work is if the reinforcement is strong enough.
Who Implements
Many different types of specialists can implement the use of PECS. The list includes, but isn't limited to:
1. Special Educators
2. Behavior Analysts
3. Speech and Language Pathologists
3. General Education Teachers
4. Parents
All are capable of implementing PECS as long as they are comfortable with the steps.
Materials Needed:
There different materials a person can use for PECS. The authors of "Using the Picture Exchange Communication System (PECS) with Children with Autism: Assessment of PECS Acquisition, Speech, Social-Communicative Behavior, and Problem Behavior, use three important materials:
1. A three-ring binger
2. Several string of Velcro
3. Cards that say: "I want," "I see," "yes," "no," and pictures of preferred items.
(Charlop-Christy et al., 2002)
Examples of materials:
Potential Pitfalls
Overcash, Horton, and Bondy, authors of "The Picture Exchange Communication System: Helping Individuals Gain Functional Communication," (2010) describe one pitfall might be that the difficulty in pointing accurately or with discrimination and pointing whether or not a communicative partner was available.
In another article called "Comparative efficacy of the Picture Exchange Communication System (PECS) versus a speech generating device: Effects on requesting skills," by Boesch, Wendt, Subramanian, and Hsu, it describes other pitfalls as well (Boesch et al., 2013). They say that a major disadvantage to PECS is that it does not offer speech output capability. They also describe a minor disadvantage is that the cards would have to replaced because of the wear and tear (Boesch et al., 2013)
References-
Boesch M. C., Wendt O., Subramanian A., and Hsu N. (2013). "Comparative efficacy of the Picture Exchange Communication system (PECS) versus a speech generating device: Effects on requesting skills." Research in Autism Spectrum Disorders.7. 480-493. Web. Retrieved March, 24, 2014. http://www.proxtalker.com/sites/default/files/docs/Boesch-et-al-2013.pdf
Charlop-Christy, M. H., Carpenter, M., Le, L., LeBlanc, L. A., and Kellet, K. (2002). Using the picture exchange communication system (PECS) with children with autism: assessment of PECS acquisition, speech, social-communicatie behavior, and problem behavior. Journal of Applied Behavior Analysis,35, 213-231. Web. Retrieved March 17, 2014.
Collet-Klingenberg, L. (2008). PECS: Steps for implementation. Madison, WI: The National Professional Development Center on Autism Spectrum Disorders, The Waisman Center, The University of Wisconsin
Ganz J. B., Cook K., E., Corbin-Newsome, J., Bourgeois B., and Margaret F. (2005) Variation on the use of a pictorial alternative communication system with a child with autism and development delays. TEACHING Exceptional Children Plus, 1(6) Article 3. Web. Retrieved March 26, 2014. http://files.eric.ed.gov/fulltext/EJ966528.pdf
Ganz, J. B., and Simpson, R. L. (2004). Effects on communicative requesting and speech development of picture exchange communication system in children with characteristics of autism. Journal of Autism and Developmental Disorders, Vol. 34(4), 395-409. Web. Retrieved March 17, 2014.
Overcash, A., Horton, C., and Bondy, A. (2010). The picture exchange communication system: helping individuals gain functional communication. Autism Advocate, 3, 21-24. Web. Retrieved March 20, 2014.
Preston, D., and Carter, M.(2009). A review of the efficacy of the picture exchange communication system intervention. Journal of Autism Development Disorder. N.P. Web. Retrieved March 17, 2014.
Tchaconas, A. (2013). The evolving role and nature of gene mutations in the neuropathology of autism spectrum disorders.. Columbia Undergraduate Science Journal, 7(1), 18-29. Retrieved March 19, 2014, from the EBSCO Host database.
Society of Maine. (n.d.). Autism spectrum disorders, autistic disorder, asperger's disorder, pervasive developmental disorder, autism society of Maine. Autism Spectrum Disorders, Autistic Disorder, Asperger's Disorder, Pervasive Developmental Disorder, Autism Society of Maine. Retrieved March 19, 2014, from http://www.asmonline.org/autism.asp
Picture Exchange Communication System
Autism Spectrum Disorders:
Causes
According to Alexis Tchaconas from the Columbia Undergraduate Science Journal, scientists that study Autism Spectrum Disorders are leaning towards thinking Autism is caused by genetic factors. They are neurodevelopment disorders in which communication difficulties can occur along with impairments of social skills. There are no specific factors that contribute specifically to Autism; science is getting closer to determining the root cause.
Rates of occurrence
Susan Siklos and Kimberly A. Kerns from the University of Victoria's Department of Psychology conducted a study of 56 parents who had autistic children. they reported that they saw an average of 4.5 professionals and waited 3 or more years to receive their child's official diagnosis. They stated that "autism occurs in 5 out of every 10,000 individuals and is three to four times more common in girls than boys."
Common behaviors associated with topic
Communication Delays - language is either not there at all or it develops slowly, sometimes instead of words; gestures are used, and attention spans may tend to be a lot shorter.
Social Interaction - Some individuals would rather spend time alone over spending it with others, they may be less responsive to social cues and may choose not to make friends.
Sensory Impairment- Some have a higher sensitivity to light, sound, pain, touch, and smell.
Play- Some may lack imaginative play and don't really know how to make believe. They also may not engage in pretend games.
Behaviors - They may be passive or overactive, tantrums can happen at any time for no apparent reason they may obsess over a single item such as trains, doors, clocks or any other object, they may express aggressiveness or self harm and they may demonstrate a lack of common sense.
Picture Exchange Communication System:
Definitions:
1. A pictorial communication system that was developed for children with social-communication deficits. (Charlop-Christy et al., 2010)
2. Is an augmentative and alternative communication system designed specifically to minimize difficulties with communication skills experienced by individuals with autism spectrum disorders. (Ganz & Simpson 2004)
History:
Early PECS development began in 1985 at the Delaware Autism Program by Lori Frost, M.S., CCC-SLP, and Andy Bondy, Ph.D. (Overcash et al., 2010)
How to do it
PECS Stages:
According to Deborah Preston and Mark Carter, authors of "A Review of the Efficacy of the Picture Exchange Communication System Intervention, there are six stages:Make requests through picture exchange: second person acts as a prompter from behind learner; when learner reaches for the desired item, physically prompts to exchange picture; prompts faded as quickly as possible.
Persistence in initiating communication: Communicative partner moves gradually further away; picture is also gradually moved further away; number of communicative partners increased; "Communication book" is introduced, range of items requested is increased, but only one picture and item is available at a time.
Discrimination between symbols: Initially, two picture are presented (highly preferred and neutral or disliked); more pictures are added; later, more than one preferred item is offered at a time; periodic correspondence checks are carried out to check accuracy at discrimination.
Introduction of sentence structure: Taught to use a sentence strip, placing an "I want" as well as the symbol; requests can also be expanded with attributes such as color or size, e.g. "I want red play dough."
Answering question with a request: Taught to answer question "What do you want?"
Commenting: Taught to respond to other simple questions such as "What do you see?" : gradually, more spontaneous commenting is developed.
(Preston & Carter 2009)
Variations
In an article called "Variations on the Use of Pictorial Alternative Communication System with a Child with Autism and Development Delays" they demonstrate a variation in a case study. "The trainers introduced additional phases that incorporated a hierarchy of visuals allowing for more authentic representation of desired reinforcement" (Ganz et al., 2005). The variations would be based on the how the student is progressing through the program. PECS is a six phase strategy and most people will follow those phases, and the only variation that there is with PECS is the reinforcement for each student. "The only prerequisite to PECS implementation is identification of a powerful reinforcer (an item or activity that the individual really like" (Overcash et al., 2010). The only way PECS will work is if the reinforcement is strong enough.Who Implements
Many different types of specialists can implement the use of PECS. The list includes, but isn't limited to:1. Special Educators
2. Behavior Analysts
3. Speech and Language Pathologists
3. General Education Teachers
4. Parents
All are capable of implementing PECS as long as they are comfortable with the steps.
Materials Needed:
There different materials a person can use for PECS. The authors of "Using the Picture Exchange Communication System (PECS) with Children with Autism: Assessment of PECS Acquisition, Speech, Social-Communicative Behavior, and Problem Behavior, use three important materials:1. A three-ring binger
2. Several string of Velcro
3. Cards that say: "I want," "I see," "yes," "no," and pictures of preferred items.
(Charlop-Christy et al., 2002)
Examples of materials:
Potential Pitfalls
References-
Boesch M. C., Wendt O., Subramanian A., and Hsu N. (2013). "Comparative efficacy of the Picture Exchange Communication system (PECS) versus a speech generating device: Effects on requesting skills." Research in Autism Spectrum Disorders. 7. 480-493. Web. Retrieved March, 24, 2014.http://www.proxtalker.com/sites/default/files/docs/Boesch-et-al-2013.pdf
Charlop-Christy, M. H., Carpenter, M., Le, L., LeBlanc, L. A., and Kellet, K. (2002). Using the picture exchange communication system (PECS) with children with autism: assessment of PECS acquisition, speech, social-communicatie behavior, and problem behavior. Journal of Applied Behavior Analysis, 35, 213-231. Web. Retrieved March 17, 2014.
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1284381/pdf/12365736.pdf
Collet-Klingenberg, L. (2008). PECS: Steps for implementation. Madison, WI: The National Professional Development Center on Autism Spectrum Disorders, The Waisman Center, The University of Wisconsin
Ganz J. B., Cook K., E., Corbin-Newsome, J., Bourgeois B., and Margaret F. (2005) Variation on the use of a pictorial alternative communication system with a child with autism and development delays. TEACHING Exceptional Children Plus, 1(6) Article 3. Web. Retrieved March 26, 2014.
http://files.eric.ed.gov/fulltext/EJ966528.pdf
Ganz, J. B., and Simpson, R. L. (2004). Effects on communicative requesting and speech development of picture exchange communication system in children with characteristics of autism. Journal of Autism and Developmental Disorders, Vol. 34(4), 395-409. Web. Retrieved March 17, 2014.
Overcash, A., Horton, C., and Bondy, A. (2010). The picture exchange communication system: helping individuals gain functional communication. Autism Advocate, 3, 21-24. Web. Retrieved March 20, 2014.
http://www.autism-society.org/living-with-autism/treatment-options/pecs.pdfPreston, D., and Carter, M.(2009). A review of the efficacy of the picture exchange communication system intervention. Journal of Autism Development Disorder. N.P. Web. Retrieved March 17, 2014.
http://www.auburn.edu/~lal0011/8550/preston.pdf
Tchaconas, A. (2013). The evolving role and nature of gene mutations in the neuropathology of autism spectrum disorders.. Columbia Undergraduate Science Journal, 7(1), 18-29. Retrieved March 19, 2014, from the EBSCO Host database.
Siklos, S., & Kerns, K. A. (2005). Assessing the diagnostic experiences of a small sample of parents of children With autism spectrum disorders. Science Direct, 1, 1-14. Retrieved March 19, 2014, from http://ac.els-cdn.com.wsuproxy.mnpals.net/S0891422205000946/1-s2.0-S0891422205000946-main.pdf?_tid=d6ece72c-af93-11e3-a127-00000aab0f6b&acdnat=1395253705_a264533dcb0eee60c9a068a5cc6321e2
Society of Maine. (n.d.). Autism spectrum disorders, autistic disorder, asperger's disorder, pervasive developmental disorder, autism society of Maine. Autism Spectrum Disorders, Autistic Disorder, Asperger's Disorder, Pervasive Developmental Disorder, Autism Society of Maine. Retrieved March 19, 2014, from http://www.asmonline.org/autism.asp
External Links-
Websites:
- PECS-USA http://www.pecsusa.com
- Autism Society of Maine http://www.asmonline.org/autism.asp
Videos: