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TABLE 3—(Continued) Study Communication Consequences O<strong>the</strong>r Consequences Kravits et al. (2002) Liddle (2001) Magiati & Howlin (2003) The child demonstrated successful use of PECS. The child’s spontaneous language, which includes verbalizations and icon use, increased with <strong>the</strong> intervention. The child demonstrated significantly more initiations and verbalizations during intervention sessions than during baseline session. The child did not significantly increase <strong>the</strong> range of spoken vocabulary during intervention. The duration of <strong>the</strong> child’s peer interactions significantly increased. Twenty of <strong>the</strong> children learned to use PECS to request items, and one child failed to achieve phase I. Eleven out of 20 children who learned to use PECS learned to use sentence strips to request items. The remaining nine children improved in <strong>the</strong>ir ability to interact with o<strong>the</strong>rs by being able to initiate requesting. Nine out of 21 children were been observed to have increased <strong>the</strong>ir attempts at spoken language. The children showed significant improvements in <strong>the</strong>ir use of PECS, with <strong>the</strong> level of PECS, frequency of <strong>the</strong> PECS use, and extent of PECS vocabulary all increasing over time. The children were found to show an improvement in <strong>the</strong>ir overall level of communication. There were increases in <strong>the</strong> children’s use of <strong>the</strong> o<strong>the</strong>r forms of communication, such as signs/gestures, spoken words and phrases. Changes in <strong>the</strong> less speech group were slow to occur, but became marked over time. For children with higher level of speech large gains occurred initially, but <strong>the</strong>se tended to be plateau out. There was a significant reduction in <strong>the</strong> children’s total score on <strong>the</strong> Rimland Autism treatment Evaluation Check-list (from a mean of 74.9, SD 20.98 to 65.1, SD 20.89, t 3.91, p .001), indicating an overall improvement in problem behaviors. 72 / Education and Training in Developmental Disabilities-March 2008 Report of Generalization a Relation to PECS b Y M Y M Y M
TABLE 3—(Continued) Study Communication Consequences O<strong>the</strong>r Consequences Schwartz et al. (1998) Tincani (2004) cative behavior change was documented in all studies. The most commonly reported communication consequences of PECS included: (a) successful use of PECS as a communication tool (reported in 100% studies); (b) an increase in overall level of communication and language (reported in 62% studies); (c) an increase in spontaneous language/ speech/imitation (reported in 46% studies); (d) an increase in initiations of communication (reported in 31% studies); and (e) an increase in mean length of utterance (re- Report of Relation to a Generalization PECSb 14 months on average (range 3-28 months) after <strong>the</strong> beginning of PECS training, children were using <strong>the</strong> PECS system in a functional manner to communicate with adults and peers. The children mastered <strong>the</strong> fundamental PECS protocol within 11 months, and learned to exchange with peers in an additional 3 months. Children who learned PECS use <strong>the</strong> system across settings. Fortyfour percent of <strong>the</strong> children acquired unprompted, nonecholalic spoken Y M communication, and all children demonstrated many successful communicative interactions across trained and untrained functions and settings. Children who received training in one communicative function demonstrated increased use of different untrained communicative functions. Y M One child with weak hand-motor imitation skills learned PECS more rapidly than sign language. On <strong>the</strong> o<strong>the</strong>r hand, ano<strong>the</strong>r child with moderate imitation skills learned sign language more rapidly than PECS. Y H Sign language training produced more vocalization for both children; however, a procedural modification to <strong>the</strong> PECS system increased one child’s vocalization to a level similar to that in sign language training. a Y Yes, N No. b H High specificity, M moderate specificity, L Low specificity (see text for a more detailed description of specificity ratings). ported in 23% studies). Fur<strong>the</strong>rmore, <strong>the</strong> studies that included a follow-up assessment indicated maintenances of <strong>the</strong> gains identified at <strong>the</strong> time of posttesting (Charlop-Christy et al., 2002; Heneker & Page, 2003; Jones, 2005; Magiati & Howlin, 2003; Schwartz et al., 1998). The studies that compared PECS against sign language training demonstrated that (a) rates of acquisition in PECS were faster than rates of acquisition in sign language, (b) PECS was <strong>the</strong> preferred method of communication for most participants compared Functional Communication Intervention / 73
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Education and Training in Developme
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Guardianship: Its Role in t
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guardians who are knowledgeable abo
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in budgeting and spending; (b) a sp
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and effective are essential to self
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involved in the gu
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sonal rights removed through guardi
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who are not trustworthy, and when o
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Discussion and Recommendations Lake
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DC: OSERS. (ERIC Document Reproduct
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Page 27 and 28: TABLE 1 School Demographics Demogra
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Page 31 and 32: participate in service learning pro
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Page 37 and 38: service learning activity for stude
Page 39 and 40: supports school personnel need to h
Page 41 and 42: Using Pivotal Response Training wit
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Page 45 and 46: Group B between one and two times p
Page 47 and 48: ing play sessions with Group B, Col
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Page 51 and 52: Affirmative sentences emphasize a v
Page 53 and 54: identifying several important behav
Page 55 and 56: Kenji. For Kenji, all observation s
Page 57 and 58: Figure 2. Percentage of 10-s interv
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Page 61 and 62: Results The results of the<
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Page 65 and 66: Effectiveness of the</stron
Page 67 and 68: is still encountering only one symb
Page 69 and 70: TABLE 1 Characteristic of Participa
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Page 73 and 74: TABLE 3 Major Findings Study Commun
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Page 79 and 80: nosed as having ASD. Therefore, PEC
Page 81 and 82: Preschool Teacher Perceptions of As
Page 83 and 84: TABLE 1 Teacher Demographics 1 Teac
Page 85 and 86: TABLE 3 Assistive Technology Self-A
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Page 97 and 98: TABLE 1 Characteristics of Campers
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Page 105 and 106: Shafer K. (1992). Peer-mediating in
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Page 109 and 110: independent transitions were totale
Page 111 and 112: Figure 1. Number of independent tas
Page 113 and 114: type of skills (e.g., domestic, lei
Page 115 and 116: Peer-Implemented Time Delay Procedu
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Page 119 and 120: General Procedures The dependent va
Page 121 and 122: Skill training. The teacher and one
Page 123 and 124: Figure 2. Percent of correct respon
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States’ Eligibility Guidelines fo
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Method Procedure The first author d
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TABLE 1—(Continued) IQ part score
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eligibility to exhibit an IQ two or
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ility guidelines for MR from state
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