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Adult pictures exchange

Wade stayed engaged for the entire 6 min for the next 11 of 12 intervention sessions one session he was engaged for 5 min , and Zach was engaged with his peer partner for 9 of the next 10 intervention sessions one session engagement was 5 min. Login for Mobile. Thiemann-Bourque: ude. Some children use only a few pictures, and others have large books of pictures. Intervention effects on rates of initiations and responses were most noticeable for Wade and Wyatt's peers, increasing from an average of 0.
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Autism and the Picture Exchange Communication System

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Picture Exchange Communication System (PECS)® | Pyramid Educational Consultants

These two same peers were primarily paired up with Zach, along with a third peer Peer 3. Interacting during snack time with his peers eventually became a successful social time based on continued positive effect and higher rates of communication. Parents participated as communication partners in both groups. Approval for this study was granted by the Human Subjects Committee at the University of Kansas, and all ethical considerations for protection of all participants were followed. Reinforcement for communication is natural and strongly rewarding.
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The Picture Exchange Communication System (PECS)

The system goes on to teach discrimination of symbols and how to construct simple "sentences. Peer imitation: Increasing social interactions in children with autism and other developmental disabilities in inclusive preschool classrooms. Yokoyama, K. These preliminary findings add to our understanding of how to more efficiently teach peer communication partners to be attentive listeners and users of AAC systems with classmates with autism.
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For example, if they want a drink, they will give a picture of 'drink' to an adult who directly hands them a drink. Outcomes revealed an intervention effect for 1 child with autism, and this effect was replicated across 3 other children. Snack time was added as a setting for two children midintervention and took place in a room that resembled a kitchen, equipped with a large U-shaped table, chairs, a sink, and a refrigerator. Each focus child had a PECS book that was outfitted with a standard set of core symbols, with additional symbols added or removed to individualize the books over time. No matter what system you choose, make sure that there is consistency across settings. For two children with autism in this study, consistent levels of engagement and increased communication were observed when the context was changed to snack time.
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