PICTURE EXCHANGE COMMUNICATION SYSTEMS

Does the use of the picture exchange communication systems in order to educate students with autism promote learning achievement?

Abstract

This paper presents a proposal on the topic of “Does the use of the picture exchange communication systems in order to educate students with autism promote learning achievement?”. As this is only the proposal, so it will contain only three chapters - namely introduction, literature review, and methodology. The first chapter will provide an introduction to the topic with relevant objective, purpose and significance of study that will be carried out on this topic. The second chapter will be based on literature review that will analyze the previous research works on the topic. The third chapter will present a proposed methodology that will be used in this research.



Table of Content

ABSTRACT2

CHAPTER 1: INTRODUCTION4

Research Background5

Significance of the study7

Aim and Objective10

CHAPTER 2: LITERATURE REVIEW11

PHASE 1: TEACHING THE PHYSICALLY ASSISTED EXCHANGE16

Phase 2: Expanding Spontaneity19

Phase 3: Simultaneous Discrimination of Pictures23

Phase 4: Building Sentence Structure26

Phase 5: answering to "What manage you want?"29

Phase 6: Commenting in Response to a Question30

Beyond Phase 6: Introducing Additional Language Concepts32

CHAPTER 3: METHODOLOGY36

PARTICIPANTS36

Setting37

Stimulus materials38

Experimental design38

Dependent measures39

REFERENCES42

Chapter 1: Introduction

Research Background

Autism is characterized by significant impairments in social interaction and communication as well as restricted and stereotypic patterns of behavior, interests, and activities (e.g., resistance to change, repetitive nonfunctional motor mannerisms, and preoccupation with parts of objects). Additionally, unusual responses to the environment (e.g., insensitivity to pain, over-reactivity or under-reactivity to noise) may be present. Social deficits include impairments in the use of multiple nonverbal communicative behaviors (e.g., eye contact, use of gestures), reduced awareness of others, inability to form appropriate relationships, failure to spontaneously share enjoyment and experiences, and lack of social and emotional reciprocity (e.g., not actively participating in social games; not noticing another's distress).

Language comprehension is significantly impaired (sometimes worse than expression) in people with autism, and nearly half are never able to communicate verbally. Those with verbal skills often have odd intonation, reverse pronouns, make up terms (neologisms), rarely use idioms correctly, and may repeat phrases heard on previous occasions (echolalia). Individuals without functional spoken language can benefit from training in the use of sign language, picture exchange, or other forms of augmentative communication (e.g., computers). Pretend play, imitation, and joint attention (seeking attention for the purpose of sharing interest or pleasure) are also impaired.

Both the cognitive deficits and behavioral sequelae of autism can range from mild to severe. Some individuals engage in disruptive behaviors, including self-injury, aggression, and property destruction. Most adults with autism require varying degrees of care-giver support throughout their lives; only a minority of autistic adults achieve independent living. The two most common predictors of better outcome in people with autism are higher intelligence quotient (IQ) and greater functional language.

Recent prevalence estimates range as high as 60 in 10,000 individuals. The disorder is four to five times more common in males, although females are more likely to exhibit more severe mental retardation. Because there is a genetic component in the development of autism, there ...