Evaluating the effects of Picture Exchange Communication System^® mediator training via telehealth using behavioral skills training and general case training

Abstract

Research indicates that the Picture Exchange Communication System® (PECS®) is an evidence-based communication approach for children diagnosed with autism spectrum disorder (ASD). However, little is known about PECS-related parent training, treatment fidelity, or generalization and maintenance of skills. The purpose of the current study was to explore strategies to help parents support their child's PECS use at home. One child with ASD and both his parents participated. Researchers used behavioral skills training to teach target PECS skills and applied general case training strategies to actively program for generalization. A multiple baseline design across skills was used to monitor the primary parent trainee's fidelity during training sessions and a multiple probe design was embedded to monitor both parents' treatment fidelity in the natural environment with their child. The parent trainee demonstrated target PECS skills within the training setting. However, parents did not reliably demonstrate all target PECS skills in the generalization setting during follow-up.

Using general‐case procedures outside of autism intervention: A systematic review

“…(1982) outlined six steps to complete general‐case procedures. Of the 15 identified experiments, only 6.7% ( n = 1) explicitly included all six steps (i.e., Treszl et al., 2021), interestingly, the authors did not cite Horner et al. (1982) in their method section.…”

“…As previously mentioned, Horner et al (1982) outlined six steps to complete general-case procedures. Of the 15 identified experiments, only 6.7% (n = 1) explicitly included all six steps (i.e., Treszl et al, 2021), interestingly, the authors did not cite Horner et al (1982) in their method section. The remaining 93.3% reported the use of generalcase procedures but did not outline these steps.…”

“…The remaining 93.3% reported the use of generalcase procedures but did not outline these steps. Within the method section, five studies did not provide any citation for the general case procedures (i.e., Alamino et al, 2022;Bolton & Mayer, 2008;Treszl et…”

Technology systems to enable a man with intellectual, sensory and motor disabilities to make verbal requests through simple one-hand signs: proof-of-concept study

“…In fact, many of them may not be able to develop verbal abilities and may need to rely on nonverbal strategies for any form of interaction and particularly for making requests (Alzrayer et al ., 2017; Ivy et al ., 2020). The non-verbal strategies typically employed for making requests involve the use of: picture exchange communication systems (PECS), speech generating devices (SGDs), manual signs, and eye-gaze communication devices (Fleury et al ., 2019; Holmqvist et al ., 2018; Kunze et al ., 2019; Meuris et al ., 2015; Rombouts et al ., 2018; Treszl et al ., 2022). While widely recommended, those strategies might present clear limitations when employed with people with combinations of intellectual, sensory and motor disabilities (Flink et al ., 2022; Prynallt-Jones et al ., 2018; Ricci et al ., 2017).…”

Enabling people with intellectual and other disabilities to make verbal requests using cardboard chips with mini objects or pictures and a smartphone

“…To address this situation and minimize its negative impact, families and education and rehabilitation staff are typically advised to use non-verbal communication methods (16)(17)(18). The main non-verbal methods rely on manual signs, Picture Exchange Communication Systems (PECS) and Speech Generating Devices (SGDs) (19)(20)(21)(22)(23). All these methods have been widely employed and a vast literature is available that supports their applicability and beneficial effects (24)(25)(26).…”