Effectiveness of the Picture Exchange Communication System in Teaching English Vocabulary in Children with Autism Spectrum Disorders: A Single-Subject Study

Autor/inn/en	Zohoorian, Zahra; Zeraatpishe, Mitra; Matin sadr, Nader
Titel	Effectiveness of the Picture Exchange Communication System in Teaching English Vocabulary in Children with Autism Spectrum Disorders: A Single-Subject Study
Quelle	In: Cogent Education, 8 (2021) 1, Artikel 1892995 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2021.1892995
Schlagwörter	Autism; Pervasive Developmental Disorders; Children; Augmentative and Alternative Communication; English (Second Language); Second Language Learning; Special Schools; Teacher Attitudes; Vocabulary Development; Communication Skills; Students with Disabilities; Childhood Autism Rating Scale + Suchen Sie Ihr Suchwort? Autismus; Child; Kind; Kinder; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Special school; Sonderschule; Lehrerverhalten; Wortschatzarbeit; Kommunikationsstil; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung
Abstract	The number of children with autism is increasing worldwide. These children like all other children should be provided with equal chances for learning and education. Thus, English language education is not an exception as the need to learn it in today's world is inevitable. The present study sought to investigate the effect of employing Picture Exchange Communication System (PECS) on English as a foreign language vocabulary learning relying on its effectiveness in first language communication. As a single-subject study an experimental A-B design was employed through repeated measurement. The participants were two high-functioning children with autism aged 9 and 12 at a school for students with special needs. The treatment phase included 15 sessions. An analysis of visual inspection and graphic representation revealed performance improvement in both cases after the intervention. Moreover, some problems while educating the two participants for English vocabulary including lack of cooperation in phase 2, lack of attention and cooperation in mid-intervention, sense problems such as proprioceptive and vestibular are reported through qualitative analysis of the reports made of weekly sessions. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01