An Investigation on the Effects of PECS and Observational Learning in Initiating and Maintenance of Communication among Children with Autism

Yıl 2016, Cilt: 8 Sayı: 2, 151 - 164, 30.12.2016

Serhat Odluyurt , Özgül Aldemir , Alper Kapan

https://doi.org/10.20489/intjecse.284658

Öz

The purpose of this research is to identify the
efficacy of PECS provided in gaining of independent communicative initiation
and maintenance skills to children with autism. Population of this research
consisted of six children currently receiving education and diagnosed with
autism during preschool period. To implement observational learning procedure,
children were grouped as pairs. To that end, during the first and second phases
of PECS three autistic children received training on the skills of independent
communicative initiation and maintenance. The remaining three autistic children
for whom direct teaching was not the objective the objective was to measure to
what extent they learned the skills they had observed. Dependent variable of
this study is independent communicative initiation and maintenance. Independent
variables of the study are implementing the first and second phases of PECS. In
the course of interventions generalization data were collected as pre-test and
post-test by different implementers and settings. Data of the research were
analyzed graphically and efficacy of each single implementation showed no
differentiation for the learner nor observer children at the acquisition phase.
It did not differ at the phase of permanence and generalization neither. For
collecting social validity data, semi-structured interviews were conducted
among mothers and fathers and data were analyzed descriptively Mothers-fathers
reported that both PECS and observational learning were significant for their
children and that peer observation significantly contributed to children with
autism.

Anahtar Kelimeler

Autism, PECS (Picture Exchange Communication System), Observational Learning, Single-Subject Design

Kaynakça

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