Picture Exchange Communication System Fact Sheet
The Picture Exchange Communication System (PECS) is used to teach learners to communicate in a social context. Using PECS, learners are initially taught to give a picture of a desired item to a communicative partner in exchange for the item. There are six phases of PECS instruction: (1) “how” to communicate, (2) distance and persistence, (3) picture discrimination, (4) sentence structure, (5) responsive requesting, and (6) commenting. Qualifying Evidence PECS meets evidence-based criteria with 2 group design and 4 single case design studies. Ages According to the evidence-based studies, this intervention has been effective for preschoolers (3-5 years) to middle school-age learners (12-14 years) with ASD. Outcomes PECS can be used effectively to address social, communication, and joint attention skills. Reference Wong, C. (2013). Picture Exchange Communication System (PECS) fact sheet. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, The National Professional Development Center on Autism Spectrum Disorders. Adapted from: Collet-Klingenberg, L. (2008). Overview of Picture Exchange Communication System (PECS) for children and youth with autism spectrum disorders. Madison: University of Wisconsin, Waisman Center, The National Professional Development Center on Autism Spectrum Disorders. Peer-Mediated Instruction and Intervention Fact Sheet
Peer-mediated instruction and intervention (PMII) is used to teach typically developing peers ways to interact with and help learners with ASD acquire new behavior, communication, and social skills by increasing social opportunities within natural environments. With PMII, peers are systematically taught ways of engaging learners with ASD in social interactions in both teacher- directed and learner-initiated activities. Peers are paired or placed in cooperative learning groups that include at least one learner with ASD. PMII is a useful strategy for promoting positive transitions across settings. Qualifying Evidence PMII meets evidence-based criteria with 15 single case design studies. Ages According to the evidence-based studies, this intervention has been effective for preschoolers (3-5 years) to high school-age learners (15-18 years) with ASD. Outcomes PMII can be used effectively to address social, communication, joint attention, play, school-readi- ness, and academic skills. Reference Fettig, A. (2013). Peer-mediated instruction and intervention (PMII) fact sheet. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, The National Professional Development Center on Autism Spectrum Disorders. Adapted from: Neitzel, J. (2008). Overview of peer-mediated instruction and intervention for children and youth with autism spectrum disorders. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, The National Professional Development Center on Autism Spectrum Disorders. Parent-Implemented Intervention Fact Sheet
Parent-implemented intervention (PII) includes programs in which parents are responsible for carrying out some or all of the intervention(s) with their own child. Parents are trained by profes- sionals one-on-one or in group formats in home or community settings. Methods for training parents vary, but may include didactic instruction, discussions, modeling, coaching, or perfor- mance feedback. Parents may be trained to teach their child new skills, such as communication, play or self-help, and/or to decrease challenging behavior. Once parents are trained, they proceed to implement all or part of the intervention(s) with their child. Qualifying Evidence PII meets evidence-based criteria with 8 group design and 12 single case design studies. Ages According to the evidence-based studies, this intervention has been effective for toddlers (0-2 years) to elementary school-age learners (6-11 years) with ASD. Outcomes PII can be used effectively to address social, communication, behavior, joint attention, play, cognitive, school-readiness, academic, and adaptive skills. Reference Schultz, T. R. (2013). Parent-implemented intervention (PII) fact sheet. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, The National Professional Development Center on Autism Spectrum Disorders. Adapted from: Hendricks, D. R. (2009). Overview of parent-implemented intervention. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, The National Professional Development Center on Autism Spectrum Disorders. Naturalistic Intervention Fact Sheet
Naturalistic intervention (NI) is a collection of practices including environmental arrangement, interaction techniques, and strategies based on applied behavior analysis principles. These prac- tices are designed to encourage specific target behaviors based on learners’ interests by building more complex skills that are naturally reinforcing and appropriate to the interaction. Natural- istic intervention occurs within typical settings, activities, and/or routines in which the learner participates. Qualifying Evidence NI meets evidence-based criteria with 10 single case design studies. Ages According to the evidence-based studies, this intervention has been effective for toddlers (0-2 years) to elementary school-age learners (6-11 years) with ASD. Outcomes NI can be used effectively to address social, communication, behavior, joint attention, play, and academic skills. Reference Wong, C. (2013). Naturalistic intervention (NI) fact sheet. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, The National Professional Development Center on Autism Spectrum Disorders. Adapted from: Franzone, E. (2009). Overview of naturalistic intervention. Madison: University of Wisconsin, Waisman Center, The National Professional Development Center on Autism Spectrum Disorders. Modeling Fact Sheet
Modeling (MD) involves the demonstration of a desired target behavior that results in imitation of the behavior by the learner and that leads to the acquisition of the imitated behavior. MD is often combined with other strategies such as prompting and reinforcement. Qualifying Evidence MD meets evidence-based criteria with 1 group design and 4 single case design studies. Ages According to the evidence-based studies, this intervention has been effective for toddlers (0-2 years) to young adults (19-22 years) with ASD. Outcomes MD can be used effectively to address social, communication, joint attention, play, school-readi- ness, academic, and vocational skills. Reference Cox, A. W. (2013) Modeling fact sheet. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, The National Professional Development Center on Autism Spectrum Disorders. |
AuthorKyle Bringhurst, MSW |
contact informationPhone: 435-705-8664
Email: kyle@arizonabehavioralservices.com Address: 3048 East Baseline Road Suite 107 Mesa, AZ 85204 |
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