The picture exchange communication system (PECS) is an augmentative communication system frequently used with children with autism (Bondy & Frost, 1994; Siegel, 2000; Yamall, 2000). Despite its common clinical use, no well-controlled empirical investigations have been conducted to test the effectiveness of PECS. Using a multiple baseline design, the present study examined the acquisition of PECS with 3 children with autism. In addition, the study examined the effects of PECS training on the emergence of speech in play and academic settings. Ancillary measures of social-communicative behaviors and problem behaviors were recorded. Results indicated that all 3 children met the learning criterion for PECS and showed concomitant increases in verbal speech. Ancillary gains were associated with increases in social-communicative behaviors and decreases in problem behaviors. The results are discussed in terms of the provision of empirical support for PECS as well as the concomitant positive side effects of its use.

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In this study, traditional incidental teaching was modified and a new naturalized parent training speech program, modified incidental teaching sessions (MITS), was designed. We then compared the efficacy of MITS with traditional incidental teaching and discrete trial. Using a multiple baseline design across and within children, with an alternating treatments design, we examined both the acquisition and, more importantly, generalization of target phrases for MITS as well as the comparison methods. Parents of three children with autism were trained to deliver MITS, traditional discrete trial, and incidental teaching in their home. Results indicated that MITS led to acquisition for all children, whereas only one child acquired the behavior with traditional incidental teaching, and two children acquired the behavior with discrete trial. Importantly, MITS also led to the generalization of target phrases, whereas no children generalized the target phrases with the incidental teaching and discrete trial conditions. These promising results are discussed in terms of maximizing the effectiveness of incidental teaching and the potential to provide naturalistic teaching strategies for parents that are associated with rapid and durable treatment gains.

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