The Effects of PECS Teaching to Phase III on the Communicative Interactions between Children with Autism and their Teachers

被引：0
|
作者：
Deborah Carr
Janet Felce
机构：
[1] Cardiff University School of Medicine,Welsh Centre for Learning Disabilities, Division of Psychology
来源：
Journal of Autism and Developmental Disorders | 2007年 / 37卷
关键词：
PECS; Communication; Children; Autism; Teachers;
D O I：
暂无
中图分类号：
学科分类号：
摘要：
The study investigated the impact of mastery of the Picture Exchange Communication System (PECS) to Phase III, on the communications of children with autism. Children aged between 3 and 7 years, formed a PECS intervention group and a non-intervention control group. The intervention group received 15 h of PECS teaching over 5 weeks. Three 2-h classroom observations recorded communications between the children and their teachers. These occurred: 6 weeks before teaching; during the week immediately prior to teaching; during the week immediately following teaching. For the control group, two 2-h observations were separated by a 5-week interval without PECS teaching. Communicative initiations and dyadic interactions increased significantly between the children and teachers in the PECS group but not for the control group.
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页码：724 / 737
页数：13
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