Using the picture exchange communication system with students with visual impairment

• Autores: Sarah E. Ivy, Deborah D. Hatton, Jonathan D. Hooper
• Localización: Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 80, Nº. 4, 2014, págs. 474-488
• Idioma: inglés
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• Resumen

  • Students with visual impairment (VI) were taught to request using the Picture Exchange Communication System (PECS) and tangible symbols. Participants were four males with additional disabilities, 5 to 11 years old, who had little to no functional vision. A functional relation between PECS Phase 1 and requesting was established using a multiple baseline single subject design. All students learned to request independently within 7 to 14 sessions in Phase 1. Students maintained requesting above criterion for 1 to 5 months. All students generalized requesting to a new communication partner (CP); however, only two students reached criterion during generalization sessions. Two students learned to seek out a CP 5 feet away to request; however, no functional relation was established for Phase 2. More research is needed to establish PECS as an evidence-based practice for children with VI.