Research Archives | Pyramid Educational Consultants of Australia Pyramid Educational Consultants of Australia

Adkins, T. & Axelrod, S. (2002). Topography‐versus selection‐based responding: Comparison of mand acquisition in each modality.

The Behavior Analyst Today, 2, 259‐266.
Abstract: This study examined the acquisition of a mand repertoire by one child with pervasive developmental disorder and ADHD. The subject was taught to request preferred items using American Sign Language (a topography based response form) and the Picture Exchange Communication System (a selection‐based form). There were four types of sessions: (1) training session for PECS, (2) training session for sign language, (3) test for generalization of the PECS words, and (4) test for generalization for the sign words. Read More...

Agius, M. & Vance, M. (2015). A comparison of PECS and iPad to teach requesting to pre-schoolers with autistic spectrum disorders.

Augmentative and Alternative Communication, Nov 20, 1-11.
Abstract: Few studies have compared the efficacy of the Picture Exchange Communication System (PECS) and iPads used as speech generating devices (SGDs), and none have targeted preschoolers. This study compares the relative efficacy of PECS and an iPad/SGD with three preschool-aged children with autism spectrum disorder and limited functional speech who lived in Malta. Read More...

Almeida, M., Piza, M., & LaMonica, D. (2005). Adaptation of the picture exchange communication system in a school context (original title: Adaptações do sistema de comunicação por troca de figuras no contexto escolar)

Pró‐Fono Revista de Atualização Científica, Barueri (Spanish), 17, 233‐240.
Abstract: Background: alternative communication. Aim: to evaluate the efficacy of the adapted PECS and Picture Communication Symbols (PCS) in the communication of a child with cerebral palsy. Read More...

Anderson, A., Moore, D. & Bourne, T. (2007). Functional Communication and Other Concomitant Behavior Change Following PECS Training: A Case Study.

Behaviour Change, 24, 1–8.
Abstract: The Picture Exchange Communication System (PECS) is widely used to teach children with language delays, including those with autism, functional language. A feature of PECS is that it incorporates principles deemed by some to be pivotal, leading to broader behaviour change. Read More...

Angermeier, A., Schlosser, R., Luiselli, J., Harrington, C., & Carter, B., (2008). Effects of iconicity on requesting with the Picture Exchange Communication System in children with autism spectrum disorder.

Research in Autism Spectrum Disorders, 2, 430–446.
Abstract: Research on graphic symbol learning suggests that symbols with a greater visual resemblance to their referents (greater iconicity) are more easily learned. The iconicity hypothesis has not yet been explored within the intervention protocol of the Picture Exchange Communication System (PECS). Within the PECS protocol, participants do not point to a symbol but exchange the symbol for an object. Read More...

Barlow, K., Tiger, J., Slocum, S. & Miller, S. (2013). Comparing acquisition of exchange‐based and signed mands with children with autism.

The Analysis of Verbal Behavior, 29, 59-69.
Abstract: Therapists and educators frequently teach alternative‐communication systems, such as picture exchanges or manual signs, to individuals with developmental disabilities who present with expressive language deficits. Read More...

Barnes, C., Dunning, J. & Rehfeldt, R.A. (2011). An evaluation of strategies for training staff to implement the picture exchange communication system.

Research in Autism Spectrum Disorders, 5, 1574–1583.
Abstract: The picture exchange communication system (PECS) is a functional communication system frequently used with individuals diagnosed with autism spectrum disorders who experience severe language delays (Frost & Bondy, 2002). Read More...

Battaglia, D. & McDonald, M. (2015). Effects of the Picture Exchange Communication System (PECS) on maladaptive behavior in children with Autism Spectrum Disorders (ASD): A Review of the Literature.

Journal of the American Academy of Special Education Professionals, Winter, 8-20.
Abstract: This paper provides an overview of the literature investigating the functional relationship between the use of the Picture Exchange Communication System (PECS) and maladaptive behavior (i.e., aggression, tantrums) in individuals with autism spectrum disorders (ASD). Read More...

Bazain, D. & Bari, S. (2017). Communicating by using PECS for Children with Rubinstein-Taybi Syndrome

Journal of Research and Development of Extraordinary Education, 4, 29-31. (Malaysia)
Abstract: This study discusses communication aid using the Picture Exchange Communication System (PECS) to children with Rubinstein Taybi Syndrome (RTS). RTS’s children suffer mental retardation, have the – the autistic, can not speak and can not manage themselves well. The aim of this study was to determine the effectiveness of using PECS and RTS students can improve their language to communicate better to all.Read More...

Beck, A., Stoner, J., & Bock, S. (2008) Comparison of PECS and the use of a VOCA: A Replication.

Education and Training in Developmental Disabilities, 43 (2), 198‐216.
Abstract: This study compares use of the Picture Exchange Communication System (PECS) and a Voice Output Communication Aide (VOCA) with four preschool children who were either nonspeaking or limited in their ability to speak and did not use an AAC system to communicate functionally. Read More...

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