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.

引用

页码：724 / 737

页数：13

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