Fwd: Picture Exchange PECS: informative newsletter

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- Autism therapies <http://autism.healingthresholds.com/therapy>

- Therapy overview <http://autism.healingthresholds.com/therapy>

- New diagnosis of

autism<http://autism.healingthresholds.com/new-diagnosis-autism>

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Autism Therapy: picture exchange communication system (PECS)

definition of picture exchange communication system

(PECS)<http://autism.healingthresholds.com/therapy/picture-exchange-communicatio\

n-system-pecs>:

A form of alternative and augmentative

communication<http://autism.healingthresholds.com/therapy/augmentative-and-alter\

native-communication-aac>(

AAC<http://autism.healingthresholds.com/therapy/augmentative-and-alternative-com\

munication-aac>)

that uses pictures instead of words to help children

communicate<http://autism.healingthresholds.com/therapy/communication>.

PECS<http://autism.healingthresholds.com/therapy/picture-exchange-communication-\

system-pecs>was

designed especially for children with

autism <http://autism.healingthresholds.com/therapy/autism> who have delays

in speech development.

-

<http://autism.healingthresholds.com/therapy/picture-exchange-communication-syst\

em-pecs?quicktabs_1=3#quicktabs-1>

Picture Exchange Communication System (PECS) for Children with

Autism*Published

Nov 6, 2009, last updated Jan 2, 2010*

What is it?

A picture exchange communication system

(PECS)<http://autism.healingthresholds.com/therapy/picture-exchange-communicatio\

n-system-pecs>is

a form of augmentative

and alternative communication

(AAC)<http://autism.healingthresholds.com/therapy/augmentative-and-alternative-c\

ommunication-aac>that

uses pictures instead of words to help children

communicate <http://autism.healingthresholds.com/therapy/communication>.

PECS<http://autism.healingthresholds.com/therapy/picture-exchange-communication-\

system-pecs>was

designed especially for children with

autism <http://autism.healingthresholds.com/therapy/autism> who have delays

in speech development.

When first learning to use

PECS<http://autism.healingthresholds.com/therapy/picture-exchange-communication-\

system-pecs>,

the child is given a set of pictures of favorite foods or

toys<http://autism.healingthresholds.com/therapy/toy>.

When the child wants one of these items, he gives the picture to a

communication

partner <http://autism.healingthresholds.com/therapy/communication> (a

parent <http://autism.healingthresholds.com/therapy/parent>,

therapist<http://autism.healingthresholds.com/therapy/therapist>,

caregiver, or even another child). The communication

partner<http://autism.healingthresholds.com/therapy/communication>then

hands the child the food or

toy <http://autism.healingthresholds.com/therapy/toy>. This exchange

reinforces

communication<http://autism.healingthresholds.com/therapy/communication>

(1<http://autism.healingthresholds.com/therapy/picture-exchange-communication-sy\

stem-pecs#bondy94>

-4<http://autism.healingthresholds.com/therapy/picture-exchange-communication-sy\

stem-pecs#bondyfrost>

).

PECS<http://autism.healingthresholds.com/therapy/picture-exchange-communication-\

system-pecs>can

also be used to make comments about things seen or heard in the

environment <http://autism.healingthresholds.com/therapy/environment>. For

example, a child might see an airplane overhead, and hand a picture of an

airplane to his or her

parent<http://autism.healingthresholds.com/therapy/parent>.

As the child begins to understand the usefulness of

communication<http://autism.healingthresholds.com/therapy/communication>,

the hope is that he will then begin to use natural speech

(5<http://autism.healingthresholds.com/therapy/picture-exchange-communication-sy\

stem-pecs#bondy94>

).

What's it like?

A child can be trained in

PECS<http://autism.healingthresholds.com/therapy/picture-exchange-communication-\

system-pecs>by

a

parent <http://autism.healingthresholds.com/therapy/parent>, caregiver, or

therapist <http://autism.healingthresholds.com/therapy/therapist> who has

learned about the method (see

Resources<http://autism.healingthresholds.com/therapy/picture-exchange-communica\

tion-system-pecs#resources>).

An applied behavior analysis

(ABA)<http://autism.healingthresholds.com/therapy/applied-behavior-analysis-aba>\

approach

is used, in which

prompts <http://autism.healingthresholds.com/therapy/prompts> are given to

guide the picture exchange. Further, in the early phases of

PECS<http://autism.healingthresholds.com/therapy/picture-exchange-communication-\

system-pecs>training,

the child chooses a picture of a desired food, and receives the

food in exchange for the picture. Getting the food is the positive

reinforcement<http://autism.healingthresholds.com/therapy/positive-reinforcement\

>for

using the picture to

communicate <http://autism.healingthresholds.com/therapy/communication>.

PECS<http://autism.healingthresholds.com/therapy/picture-exchange-communication-\

system-pecs>is

usually taught in six phases

(6<http://autism.healingthresholds.com/therapy/picture-exchange-communication-sy\

stem-pecs#bondy94>,

7<http://autism.healingthresholds.com/therapy/picture-exchange-communication-sys\

tem-pecs#bondy01>

):

- *Phase One*: The communication

partner<http://autism.healingthresholds.com/therapy/communication>makes

a list of the child’s favorite items (usually beginning with foods).

One of these items is selected for the first training session, and a picture

of the item is made. That item can be placed under a clear container, so the

child can see it, but not get it. If the child looks interested in the item,

the communication

partner<http://autism.healingthresholds.com/therapy/communication>gives

the child the picture card. Then the child is prompted (usually by

holding his/her hand and guiding it) to hand the picture card back

to the communication

partner <http://autism.healingthresholds.com/therapy/communication>. Once

the communication

partner<http://autism.healingthresholds.com/therapy/communication>receives

the card, the request is spoken aloud (“Oh, you want the cookie!

You can have it!”). At this point, the requested item (which has become the

reinforcer <http://autism.healingthresholds.com/therapy/reinforcer>) is

given to the child.

- *Phase Two*: The communication

partner<http://autism.healingthresholds.com/therapy/communication>moves

slightly away from the child so that the child has to move towards the

communication

partner<http://autism.healingthresholds.com/therapy/communication>to

place the picture card in his/her hand.

- *Phase Three*: The child is given more than one picture card. Now the

child must choose which one represents a desired object, and then give this

card to the communication

partner<http://autism.healingthresholds.com/therapy/communication>.

At this point, the child may be using a communication

board<http://autism.healingthresholds.com/therapy/communication>or a

binder in which to hold the cards.

- *Phase Four*: The child is given a card with the phrase " I want ____ "

on it. This card now must be used with the picture card showing what is

desired. The

idea<http://autism.healingthresholds.com/therapy/individuals-disabilities-educat\

ion-act-idea>is

that the child will learn how to

communicate <http://autism.healingthresholds.com/therapy/communication>using

complete sentences. Even children who cannot yet

read <http://autism.healingthresholds.com/therapy/read> can learn to

recognize the words as

symbols<http://autism.healingthresholds.com/therapy/symbols>on the

cards.

- *Phase Five*: Before this point, the child has never been asked

directly, " What do you want? " In this phase, the communication

partner<http://autism.healingthresholds.com/therapy/communication>asks

the child this direct question, and waits for the child to hand

him/her

a picture card. This builds the foundation for future

communication<http://autism.healingthresholds.com/therapy/communication>when

a

parent <http://autism.healingthresholds.com/therapy/parent> needs to know

the desires of his or her child.

- *Phase Six*: Once the child can use

PECS<http://autism.healingthresholds.com/therapy/picture-exchange-communication-\

system-pecs>with

fluency <http://autism.healingthresholds.com/therapy/fluency> and has

generalized the system to more than one communication

partner<http://autism.healingthresholds.com/therapy/communication>,

the child is taught how to comment on something s/he observes. The

communication

partner <http://autism.healingthresholds.com/therapy/communication> holds

up an interesting object, asking the child, " What do you see? " at the same

time pointing <http://autism.healingthresholds.com/therapy/pointing> out

the " I see ____ " card. The child is then prompted to place the picture card

representing the object next to the " I see ____ " card. The

parent<http://autism.healingthresholds.com/therapy/parent>then

comments on the cards ( " Yes! I see the airplane too " ). In this way,

the

child learns how to

communicate<http://autism.healingthresholds.com/therapy/communication>his

or her observations and experiences to others.

What is the theory behind it?

The direct

reinforcement<http://autism.healingthresholds.com/therapy/reinforcement>that

comes from immediately getting what you want is the key to

PECS<http://autism.healingthresholds.com/therapy/picture-exchange-communication-\

system-pecs>.

Without having to use spoken

words<http://autism.healingthresholds.com/therapy/spoken-words>,

a child is able to turn an inner desire into an external

reward<http://autism.healingthresholds.com/therapy/reward>.

It is thought that tangible rewards are more reinforcing to children with

autism <http://autism.healingthresholds.com/therapy/autism> than social

rewards, at least during the first steps of

communication<http://autism.healingthresholds.com/therapy/communication>learning\

..

However, if these rewards are too difficult to receive – that is,

if it is very difficult for the child to form words – then the point of

communication <http://autism.healingthresholds.com/therapy/communication>may,

at first, be lost on these children. This can result in

tantrums <http://autism.healingthresholds.com/therapy/tantrum> and other

undesirable behavior, because the child cannot clearly

communicate<http://autism.healingthresholds.com/therapy/communication>what

s/he wants. However, when children with

autism <http://autism.healingthresholds.com/therapy/autism> are trained in

PECS<http://autism.healingthresholds.com/therapy/picture-exchange-communication-\

system-pecs>,

problem

behaviors<http://autism.healingthresholds.com/therapy/problem-behavior>often

subside as the benefits of

communication <http://autism.healingthresholds.com/therapy/communication>become

more tangible

(1<http://autism.healingthresholds.com/therapy/picture-exchange-communication-sy\

stem-pecs#bondy94>,

4<http://autism.healingthresholds.com/therapy/picture-exchange-communication-sys\

tem-pecs#bondyfrost>,

5<http://autism.healingthresholds.com/therapy/picture-exchange-communication-sys\

tem-pecs#charlop>

).

PECS<http://autism.healingthresholds.com/therapy/picture-exchange-communication-\

system-pecs>may

also help improve social interactions in children with

autism <http://autism.healingthresholds.com/therapy/autism>. Because the

child is in charge of approaching the communication

partner<http://autism.healingthresholds.com/therapy/communication>,

the child learns how to make the first move. For children with

autism<http://autism.healingthresholds.com/therapy/autism>,

approaching another person socially can be difficult. However, in this case,

the child is not expected to speak, so the initial approach may be less

intimidating

(1<http://autism.healingthresholds.com/therapy/picture-exchange-communication-sy\

stem-pecs#bondy94>,

2<http://autism.healingthresholds.com/therapy/picture-exchange-communication-sys\

tem-pecs#bondyfrost>

).

Does it work?

There are several well-designed research studies showing the usefulness of

PECS<http://autism.healingthresholds.com/therapy/picture-exchange-communication-\

system-pecs>

(8<http://autism.healingthresholds.com/therapy/picture-exchange-communication-sy\

stem-pecs#tien>

). In one study of 18

preschool<http://autism.healingthresholds.com/therapy/preschool>children

with

language <http://autism.healingthresholds.com/therapy/language> delays, some

of whom were diagnosed with

autism<http://autism.healingthresholds.com/therapy/autism>,

PECS<http://autism.healingthresholds.com/therapy/picture-exchange-communication-\

system-pecs>generalized

across communication partners and environments

(6<http://autism.healingthresholds.com/therapy/picture-exchange-communication-sy\

stem-pecs#schwartz>

). These children were able to use

PECS<http://autism.healingthresholds.com/therapy/picture-exchange-communication-\

system-pecs>to

communicate

<http://autism.healingthresholds.com/therapy/communication>throughout

their

school <http://autism.healingthresholds.com/therapy/school> days, not just

during the training sessions. Further, almost half of these children stopped

using

PECS<http://autism.healingthresholds.com/therapy/picture-exchange-communication-\

system-pecs>and

started using natural speech within a year

(6<http://autism.healingthresholds.com/therapy/picture-exchange-communication-sy\

stem-pecs#schwartz>

). One parent <http://autism.healingthresholds.com/therapy/parent> commented

that

" PECS<http://autism.healingthresholds.com/therapy/picture-exchange-communication\

-system-pecs>turned

on the light for

communication <http://autism.healingthresholds.com/therapy/communication> "

in her child

(6<http://autism.healingthresholds.com/therapy/picture-exchange-communication-sy\

stem-pecs#schwartz>

). Similar results were found for two smaller, but still well-designed

studies

(5<http://autism.healingthresholds.com/therapy/picture-exchange-communication-sy\

stem-pecs#charlop>,

7<http://autism.healingthresholds.com/therapy/picture-exchange-communication-sys\

tem-pecs#ganz>

).

A larger study of

school<http://autism.healingthresholds.com/therapy/school>-aged

children found significantly increased use of

PECS<http://autism.healingthresholds.com/therapy/picture-exchange-communication-\

system-pecs>when

adults <http://autism.healingthresholds.com/therapy/adult> trained in the

use of

PECS<http://autism.healingthresholds.com/therapy/picture-exchange-communication-\

system-pecs>were

in the

classroom <http://autism.healingthresholds.com/therapy/classroom>. The study

involved 6 half-days of

PECS<http://autism.healingthresholds.com/therapy/picture-exchange-communication-\

system-pecs>

intervention <http://autism.healingthresholds.com/therapy/intervention> per

month for 5 months. While use of

PECS<http://autism.healingthresholds.com/therapy/picture-exchange-communication-\

system-pecs>by

the children increased, there was no significant increase in

verbal <http://autism.healingthresholds.com/therapy/verbal>

language<http://autism.healingthresholds.com/therapy/language>use

(9<http://autism.healingthresholds.com/therapy/picture-exchange-communication-sy\

stem-pecs#howlin>

). The children's use of

PECS<http://autism.healingthresholds.com/therapy/picture-exchange-communication-\

system-pecs>diminished

after

classroom <http://autism.healingthresholds.com/therapy/classroom> visits by

the trained adults <http://autism.healingthresholds.com/therapy/adult> were

stopped

(9<http://autism.healingthresholds.com/therapy/picture-exchange-communication-sy\

stem-pecs#howlin>

).

Recently, a comparison was made between

PECS<http://autism.healingthresholds.com/therapy/picture-exchange-communication-\

system-pecs>and

another popular

AAC<http://autism.healingthresholds.com/therapy/augmentative-and-alternative-com\

munication-aac>technique,

Responsive

Education and Prelinguistic Milieu Training

(RPMT)<http://autism.healingthresholds.com/therapy/responsive-education-and-prel\

inguistic-milieu-training-rpmt>.

The results showed that children with

autism<http://autism.healingthresholds.com/therapy/autism>trained in

PECS<http://autism.healingthresholds.com/therapy/picture-exchange-communication-\

system-pecs>were

more

verbal <http://autism.healingthresholds.com/therapy/verbal> than those for

whom the

RPMT<http://autism.healingthresholds.com/therapy/responsive-education-and-prelin\

guistic-milieu-training-rpmt>approach

was used

(10<http://autism.healingthresholds.com/therapy/picture-exchange-communication-s\

ystem-pecs#yoder>

).

Overall, the

evidence<http://autism.healingthresholds.com/therapy/evidence-based-medicine-ebm\

>supports

the use of

PECS<http://autism.healingthresholds.com/therapy/picture-exchange-communication-\

system-pecs>as

a tool for developing natural

communication <http://autism.healingthresholds.com/therapy/communication> in

children with autism <http://autism.healingthresholds.com/therapy/autism>,

especially when it is taught before the child is six years old

(3<http://autism.healingthresholds.com/therapy/picture-exchange-communication-sy\

stem-pecs#mirenda>,

8<http://autism.healingthresholds.com/therapy/picture-exchange-communication-sys\

tem-pecs#tien>

).

Is it harmful?

There are no known negative effects of

PECS<http://autism.healingthresholds.com/therapy/picture-exchange-communication-\

system-pecs>.

Some parents <http://autism.healingthresholds.com/therapy/parent> have been

concerned that their child will become dependent on

PECS<http://autism.healingthresholds.com/therapy/picture-exchange-communication-\

system-pecs>and

not move on to develop natural speech. However, this view is not

supported by research studies. In fact, there is

evidence<http://autism.healingthresholds.com/therapy/evidence-based-medicine-ebm\

>that

children with

autism <http://autism.healingthresholds.com/therapy/autism> who have learned

to use

PECS<http://autism.healingthresholds.com/therapy/picture-exchange-communication-\

system-pecs>develop

speech more quickly than those who have not been trained in

PECS<http://autism.healingthresholds.com/therapy/picture-exchange-communication-\

system-pecs>(see

Does

it

work?<http://autism.healingthresholds.com/therapy/picture-exchange-communication\

-system-pecs#work>)

(2<http://autism.healingthresholds.com/therapy/picture-exchange-communication-sy\

stem-pecs#bondy01>,

4<http://autism.healingthresholds.com/therapy/picture-exchange-communication-sys\

tem-pecs#bondyfrost>

).

Cost

The materials used in

PECS<http://autism.healingthresholds.com/therapy/picture-exchange-communication-\

system-pecs>are

relatively inexpensive. A binder for storing

PECS<http://autism.healingthresholds.com/therapy/picture-exchange-communication-\

system-pecs>pictures

can be made from a 3-ring binder. A Velcro

TM strip is attached to the front cover to hold the picture(s) currently

being used. Each picture can be drawn by a

parent<http://autism.healingthresholds.com/therapy/parent>,

cut out of a magazine, or made from an actual photograph of the object glued

onto a card. A VelcroTM strip can be placed on the back of each picture to

hold it in place on the front cover of the binder when it is being used.

Each picture can be hole-punched for storage in the binder

(1<http://autism.healingthresholds.com/therapy/picture-exchange-communication-sy\

stem-pecs#bondy94>

).

A more expensive alternative is to purchase a

PECS<http://autism.healingthresholds.com/therapy/picture-exchange-communication-\

system-pecs>binder

and several commonly used pictures (see

Resources<http://autism.healingthresholds.com/therapy/picture-exchange-communica\

tion-system-pecs#resources>).

However, even if you purchase these ready-to-use

PECS<http://autism.healingthresholds.com/therapy/picture-exchange-communication-\

system-pecs>systems,

you will have to create your own pictures of preferred items that

are unique to your child.

The more expensive side of

PECS<http://autism.healingthresholds.com/therapy/picture-exchange-communication-\

system-pecs>can

be the expertise involved in

PECS<http://autism.healingthresholds.com/therapy/picture-exchange-communication-\

system-pecs>training.

However,

PECS<http://autism.healingthresholds.com/therapy/picture-exchange-communication-\

system-pecs>can

be covered in speech

therapy <http://autism.healingthresholds.com/therapy/speech-therapy> under

IDEA<http://autism.healingthresholds.com/therapy/individuals-disabilities-educat\

ion-act-idea>(see

Resources<http://autism.healingthresholds.com/therapy/picture-exchange-communica\

tion-system-pecs#resources>).

Also,

PECS<http://autism.healingthresholds.com/therapy/picture-exchange-communication-\

system-pecs>training

manuals are available for $40 to $70 for

parents <http://autism.healingthresholds.com/therapy/parent> and other

caregivers <http://autism.healingthresholds.com/therapy/caregivers> (see

Resources<http://autism.healingthresholds.com/therapy/picture-exchange-communica\

tion-system-pecs#resources>

).

Resources

Healing Thresholds has partnered with Natural Learning

Concepts<http://www.nlconcepts.com/autism-sk-communication.htm>.

They have many tools that will make it easier to do

PECS<http://autism.healingthresholds.com/therapy/picture-exchange-communication-\

system-pecs>in

your own

home <http://autism.healingthresholds.com/therapy/home>.

Many

PECS<http://autism.healingthresholds.com/therapy/picture-exchange-communication-\

system-pecs>resources,

including commonly used pictures and

PECS<http://autism.healingthresholds.com/therapy/picture-exchange-communication-\

system-pecs>binders

can be found at:

http://www.pecs.org.uk/.

Several books that might be useful:

*Empower!<http://www.amazon.com/gp/product/B0013TXDC4?ie=UTF8 & tag=healingthresho\

lds-20 & linkCode=as2 & camp=1789 & creative=390957 & creativeASIN=B0013TXDC4>

*by Beth A. Soeder, M.A.,

SLP<http://autism.healingthresholds.com/therapy/speech-language-pathologist-slp>\

-CCC

and Catharine M. Critz, Ph.D., CPNP, 2003. Pyramid Educational Products,

Inc.

*A Picture's Worth: PECS and Other Visual Communication Strategies in Autism

(Topics in

Autism)<http://www.amazon.com/gp/product/0933149964?ie=UTF8 & tag=healinthresh-20 & \

linkCode=as2 & camp=1789 & creative=390957 & creativeASIN=0933149964>

*by Andy Bondy, Ph.D., and Lori Frost, M.S.,

CCC/SLP<http://autism.healingthresholds.com/therapy/speech-language-pathologist-\

slp>,

2001. Woodbine House.

*PECS Training Manual, 2nd

Edition<http://www.specialneeds.com/books.asp?id=12511>

* by Lori Frost, M.S.,

CCC/SLP<http://autism.healingthresholds.com/therapy/speech-language-pathologist-\

slp>and

Andy Bondy, Ph.D., 2002.

*back to

top<http://autism.healingthresholds.com/therapy/picture-exchange-communication-s\

ystem-pecs#whatisit>

*

References

1. Bondy, A.S., and L. Frost. 1994. " The Picture Exchange Communication

System. " Focus on Autistic Behavior

9(3):1-19.<http://autism.healingthresholds.com/research/picture-exchange-communi\

cation-system>

2. Bondy, A.S. 2001. " PECS: Potential Benefits and Risks. " The Behavior

Analyst Today

2:127-132.<http://autism.healingthresholds.com/research/pecs-potential-benefits-\

and-risks>

3. Mirenda, P. 2001. " Autism, Augmentative Communication, and Assistive

Technology: What Do We Really Know? " Focus on Autism and Other Developmental

Disabilities

16(3):141-151.<http://autism.healingthresholds.com/research/autism-augmentative-\

communication-and-assistive-technology-what-do-we-really-know>

4. Bondy, A.S., and L. Frost. 2001. " The Picture Exchange Communication

System. " Behav Modif.

25(5):725-744.<http://autism.healingthresholds.com/research/picture-exchange-com\

munication-system-0>

5. Charlop-Christy, M.H., et al. 2002. " Using the Picture Exchange

Communication System (PECS) With Children With Autism: Assessment of PECS

Acquisition, Speech, Social-Communicative Behavior, and Problem Behavior. " J

Appl Behav Anal.

35(3):213-231.<http://autism.healingthresholds.com/research/using-picture-exchan\

ge-communication-system-pecs-children-autism-assessment-pecs-acquisitio>

6. Schwartz, I.S., et al. 1998. " The Picture Exchange Communication

System: Communicative Outcomes for Young Children with Disabilities. " Topics

in Early Childhood Special Education

18(3):144-159.<http://autism.healingthresholds.com/research/the-picture-exchange\

-communicati-1>

7. Ganz, J.B., and R.L. Simpson. 2004. " Effects On Communicative

Requesting And Speech Development Of The Picture Exchange Communication

System In Children With Characteristics Of Autism. " J Autism Dev Disord.

34(4):395-409.<http://autism.healingthresholds.com/research/picture-exchange-com\

munication-system-communicative-outcomes-young-children-disabilities>

8. Tien, K. 2008. " Effectiveness of the Picture Exchange Communication

System as a Functional Communication Intervention for Individuals with

Autism Spectrum Disorders: A Practice-Based Research Synthesis. " Education &

Training in Developmental Disabilities.

43(1):61-76.<http://autism.healingthresholds.com/research/effectiveness-picture-\

exchange-communication-system-functional-communication-intervention-i>

9. Howlin P., et al. 2007. " The Effectiveness of Picture Exchange

Communication System (PECS) Training for Teachers of Children with Autism: A

Pragmatic, Group Randomised Controlled Trial. " J Child Psychol Psychiatry

48(5):473-481.<http://autism.healingthresholds.com/research/effectiveness-pictur\

e-exchange-communication-system-pecs-training-teachers-children-autism->

10. Yoder, P., and W.L. Stone. 2006. " A Randomized Comparison of the

Effect of Two Prelinguistic Communication Interventions On The Acquisition

of Spoken Communication In Preschoolers With ASD. " J Speech Lang Hear Res.

49(4):698-711.<http://autism.healingthresholds.com/research/randomized-compariso\

n-effect-two-prelinguistic-communication-interventions-acquisition-spok>

Showing *1* results

Teaching Music to Children with Autism: Understandings and

Perspectives<http://autism.healingthresholds.com/research/teaching-music-childre\

n-autism-understandings-and-perspectives>

*Music Educators Journal*, by Hourigan,

R.<http://autism.healingthresholds.com/research-index/author/2325>,

and Hourigan A.<http://autism.healingthresholds.com/research-index/author/2326>,

published in 2009, summarized Dec 7, 2009

Picture exchange communication system

(PECS)<http://autism.healingthresholds.com/therapy/picture-exchange-communicatio\

n-system-pecs>,

rehearsal routines, and movements may be useful tools for

music<http://autism.healingthresholds.com/therapy/music-therapy>teachers

who teach children with

autism <http://autism.healingthresholds.com/therapy/autism>.

This article presents an overview of symptoms of autism

disorder<http://autism.healingthresholds.com/therapy/autism-disorder>to

teach

music <http://autism.healingthresholds.com/therapy/music-therapy> teachers

about autism <http://autism.healingthresholds.com/therapy/autism> . The main

point of the article is to offer suggestions to

music<http://autism.healingthresholds.com/therapy/music-therapy>teachers

who work with people with

autism <http://autism.healingthresholds.com/therapy/autism>. The authors

suggest that

repetition<http://autism.healingthresholds.com/therapy/repetition>and

setting routines for the

music <http://autism.healingthresholds.com/therapy/music-therapy>

classroom<http://autism.healingthresholds.com/therapy/classroom>that

may be helpful to the children with

autism <http://autism.healingthresholds.com/therapy/autism>.

Art Therapy with a Young Boy with a Pervasive Developmental

Disorder<http://autism.healingthresholds.com/research/art-therapy-young-boy-perv\

asive-developmental-disorder>

*Canadian Art Therapy Association Journal*, by Buchan,

K.<http://autism.healingthresholds.com/research-index/author/2290>,

published in 2008, summarized Nov 12, 2009

Art therapy <http://autism.healingthresholds.com/therapy/art-therapy> may be

able to help children with pervasive developmental disorder

(PDD)<http://autism.healingthresholds.com/therapy/pervasive-developmental-disord\

er-pdd>to

overcome fears and

communicate <http://autism.healingthresholds.com/therapy/communication> with

others.

This article is a case report of a 9-year-old boy with pervasive

developmental disorder-not otherwise specified

(PDD-NOS)<http://autism.healingthresholds.com/therapy/pervasive-developmental-di\

sorder-not-otherwise-specified-pdd-nos>.

He had strong fears and anxieties. He wore the hood of his sweatshirt up

even in hot weather because he was afraid of bees attacking his head, and he

was very afraid of doctors<http://autism.healingthresholds.com/therapy/doctor>.

He was also bullied at his

school<http://autism.healingthresholds.com/therapy/school>.

The art therapist

<http://autism.healingthresholds.com/therapy/art-therapy>did many

things with him. The art

therapist <http://autism.healingthresholds.com/therapy/art-therapy> and the

boy made a “worry box” from a Kleenex box. The art

therapist<http://autism.healingthresholds.com/therapy/art-therapy>told

him to write his

fear <http://autism.healingthresholds.com/therapy/fear> down on paper in

words or pictures, and then throw the paper in the box. The

therapist<http://autism.healingthresholds.com/therapy/therapist>told

him that once his worries are in the box, they stay in the box. The

therapist <http://autism.healingthresholds.com/therapy/therapist> would

later look over his papers and know better what he was feeling. The art

therapy <http://autism.healingthresholds.com/therapy/art-therapy> helped the

boy overcome his severe fears. It also helped him speak up about being

bullied so that he got the help and protection he needed at

school<http://autism.healingthresholds.com/therapy/school>

..

: A Child’s Journey through

Autism<http://autism.healingthresholds.com/research/michael-child-s-journey-thro\

ugh-autism>

*Journal of Mental Imagery*, by Ahsen,

A.<http://autism.healingthresholds.com/research-index/author/2212>,

published in 2008, summarized Nov 10, 2009

Behavioral therapy

<http://autism.healingthresholds.com/therapy/therapy>that uses

photographs to engage children with

autism <http://autism.healingthresholds.com/therapy/autism> may be helpful

for improving communication

skills<http://autism.healingthresholds.com/therapy/communication>

..

This article tells the story of one boy with

autism<http://autism.healingthresholds.com/therapy/autism>who had

serious behavioral problems including avoidance. The

therapist <http://autism.healingthresholds.com/therapy/therapist> used a

therapy <http://autism.healingthresholds.com/therapy/therapy> approach

called, “Ahsen’s picture approach to

autism<http://autism.healingthresholds.com/therapy/autism>.”

This therapy <http://autism.healingthresholds.com/therapy/therapy> approach

uses specific nature photographs to

trigger<http://autism.healingthresholds.com/therapy/trigger>the

child’s interest and encourage interactions with the

therapist <http://autism.healingthresholds.com/therapy/therapist>. For

7-year-old , the

therapy<http://autism.healingthresholds.com/therapy/therapy>helped him

interact <http://autism.healingthresholds.com/therapy/interaction> better

with the therapist <http://autism.healingthresholds.com/therapy/therapist>,

and eventually his problem

behaviors<http://autism.healingthresholds.com/therapy/problem-behavior>went

away. The author describes ’s behaviors and conversations

during

the therapy <http://autism.healingthresholds.com/therapy/therapy>. This

article is the first of two articles that describe ’s experience.

The Use of Intensive Behavioural Intervention for Children with

Autism<http://autism.healingthresholds.com/research/use-intensive-behavioural-in\

tervention-children-autism>

*Journal of Developmental Disabilities*, by de,

C.<http://autism.healingthresholds.com/research-index/author/2197>,

published in 2009, summarized Nov 2, 2009

A modified intensive

<http://autism.healingthresholds.com/therapy/intensive>behavioral

therapy <http://autism.healingthresholds.com/therapy/therapy> (IBI) program

has been very helpful for children with

autism<http://autism.healingthresholds.com/therapy/autism>in a Toronto

preschool <http://autism.healingthresholds.com/therapy/preschool> system.

The Lovaas method<http://autism.healingthresholds.com/therapy/lovaas-method>of

applied

behavior analysis

(ABA)<http://autism.healingthresholds.com/therapy/applied-behavior-analysis-aba>

therapy <http://autism.healingthresholds.com/therapy/therapy> has been used

since the early 1980s to help improve behaviors in children with

autism<http://autism.healingthresholds.com/therapy/autism>.

The Toronto Partnership for

Autism<http://autism.healingthresholds.com/therapy/autism>Services

made some changes to the Lovaas

method <http://autism.healingthresholds.com/therapy/lovaas-method> in their

preschool <http://autism.healingthresholds.com/therapy/preschool>

autism<http://autism.healingthresholds.com/therapy/autism>

treatment <http://autism.healingthresholds.com/therapy/treatment> program.

The Toronto IBI uses discrete trial

training<http://autism.healingthresholds.com/therapy/discrete-trial-training-dtt\

>to

teach

language <http://autism.healingthresholds.com/therapy/language> skills. The

Toronto IBI therapy

<http://autism.healingthresholds.com/therapy/therapy>also uses the

picture

exchange communication system

(PECS)<http://autism.healingthresholds.com/therapy/picture-exchange-communicatio\

n-system-pecs>and

teaching schedules. The authors talk about the research related to

Lovaas

method <http://autism.healingthresholds.com/therapy/lovaas-method>, IBI,

PECS<http://autism.healingthresholds.com/therapy/picture-exchange-communication-\

system-pecs>,

and teaching schedules. They also describe some practical details about how

their therapy <http://autism.healingthresholds.com/therapy/therapy> program

works with children.

-

Architectural Changes Help Children with Autism Mainstream into

Schools<http://autism.healingthresholds.com/news/architectural-changes-help-chil\

dren-autism-mainstream-schools>

*Oct 21, 2009*

The New Jersey Institute of Technology (NJIT) is working with

schools<http://autism.healingthresholds.com/therapy/school>to make the

space in the

classrooms <http://autism.healingthresholds.com/therapy/classroom> easier

for children with

autism<http://autism.healingthresholds.com/therapy/autism>and other

disabilities to navigate. B.

Lynn

Hutchings<http://www.njit.edu/v2/Directory/Centers/CABSR/health-care-aging-bio.h\

tm#Lynn>is

a research architect who helps

schools <http://autism.healingthresholds.com/therapy/school> adapt so that

children can mainstream<http://autism.healingthresholds.com/therapy/mainstream>.

Many of the changes are simple, for example,

painting<http://autism.healingthresholds.com/therapy/painting>certain

hallways different colors so that students do not get confused, or

along with posting signs, also using picture

symbols<http://autism.healingthresholds.com/therapy/picture-exchange-communicati\

on-system-pecs>.

Hutchins explains that children with disabilities should be spread among the

school <http://autism.healingthresholds.com/therapy/school>, not separated

into distinct groups. Larger

classrooms<http://autism.healingthresholds.com/therapy/classroom>can

be converted to small apartments to teach living skills to children

who

need that kind of

education<http://autism.healingthresholds.com/therapy/education>.

Hutchins says, " Not surprisingly, we found that most of our design

recommendations developed for students with disabilities work better for all

students, and allow teachers to work with students in settings that better

meet everyone's needs. "

Read <http://autism.healingthresholds.com/therapy/read> original

article<http://www.physorg.com/wire-news/17512808/improving-schools-for-disabled\

-students-is-njit-researchers-miss.html>

..

Parent Creates Curriculum to Help Children with Autism Through

School<http://autism.healingthresholds.com/news/parent-creates-curriculum-help-c\

hildren-autism-through-school>

*Aug 19, 2009*

When Scroggs was diagnosed with

autism<http://autism.healingthresholds.com/therapy/autism>in the early

90s, his

mother <http://autism.healingthresholds.com/therapy/mother> Anne had a hard

time finding information on

education<http://autism.healingthresholds.com/therapy/education>for

him. So she and her husband decided to create a

curriculum <http://autism.healingthresholds.com/therapy/curriculum> for him.

Creative Teaching CAP <http://www.creativeteachingcap.com/> came out of

finding ways for to

communicate<http://autism.healingthresholds.com/therapy/communication>.

Chantelle Lusebrink of The Issaquah Press spoke with Anne about how she got

started. Anne began by putting together pictures of nouns and verbs for

to learn; this simple picture exchange communication

system<http://autism.healingthresholds.com/therapy/picture-exchange-communicatio\

n-system-pecs>helped

his

vocabulary <http://autism.healingthresholds.com/therapy/vocabulary> grow

from about 30 words to over 1,200. His

school<http://autism.healingthresholds.com/therapy/school>teachers

asked Anne to help them create the same kind of materials for other

students, and the

curriculum<http://autism.healingthresholds.com/therapy/curriculum>was

born. While Creative Teaching CAP began with speech

and language

therapy<http://autism.healingthresholds.com/therapy/speech-therapy>,

Anne and hope to add

math<http://autism.healingthresholds.com/therapy/math>,

science <http://autism.healingthresholds.com/therapy/science>, and life

skills <http://autism.healingthresholds.com/therapy/life-skills>.

Read <http://autism.healingthresholds.com/therapy/read> original

article<http://www.issaquahpress.com/2009/08/18/parent-develops-creative-educati\

on-for-the-autistic/>.

Behavior Specialist has Unique Take on Autism

Interventions<http://autism.healingthresholds.com/news/behavior-specialist-has-u\

nique-take-autism-interventions>

*May 21, 2009*

Deborah Lipsky is a behavior specialist; she also has

autism<http://autism.healingthresholds.com/therapy/autism>.

Deborah works with

schools<http://autism.healingthresholds.com/therapy/school>and

families <http://autism.healingthresholds.com/therapy/family> on behavior

issues for children with

autism<http://autism.healingthresholds.com/therapy/autism>.

In this particular article, she answers questions about

autism<http://autism.healingthresholds.com/therapy/autism>submitted by

parents <http://autism.healingthresholds.com/therapy/parent> and teachers.

Her first-hand experience and training allows her to counsel

caregivers<http://autism.healingthresholds.com/therapy/caregivers>on

issues that

focus <http://autism.healingthresholds.com/therapy/focus> on

consistency<http://autism.healingthresholds.com/therapy/consistency>between

home <http://autism.healingthresholds.com/therapy/home> and

school<http://autism.healingthresholds.com/therapy/school>.

She offers therapy

<http://autism.healingthresholds.com/therapy/therapy>suggestions that

include

PECS<http://autism.healingthresholds.com/therapy/picture-exchange-communication-\

system-pecs>,

social stories <http://autism.healingthresholds.com/therapy/social-stories>,

and handling stress

<http://autism.healingthresholds.com/therapy/stress>-induced

problem behaviors<http://autism.healingthresholds.com/therapy/problem-behavior>.

She offers simple and straightforward solutions to various behavior issues,

while offering examples from her personal experience.

Virginia Schools Offer Free Autism

Screening<http://autism.healingthresholds.com/news/virginia-schools-offer-free-a\

utism-screening>

*Feb 12, 2009*

Two Virginia school

<http://autism.healingthresholds.com/therapy/school>districts - Henry

County and sville - offer free

autism <http://autism.healingthresholds.com/therapy/autism> screening, and

provide therapy <http://autism.healingthresholds.com/therapy/therapy> to

children as young as 2 years of age. The Piedmont Regional

Infant<http://autism.healingthresholds.com/therapy/infant>

-Parent <http://autism.healingthresholds.com/therapy/parent> Program

offers early

intervention<http://autism.healingthresholds.com/therapy/early-intervention-ei>s\

ervices

that include picture

exchange communication system

(PECS)<http://autism.healingthresholds.com/therapy/picture-exchange-communicatio\

n-system-pecs>and

discrete

trial

training<http://autism.healingthresholds.com/therapy/discrete-trial-training-dtt\

>.

Therapists <http://autism.healingthresholds.com/therapy/therapist> have

realized that if they can start working with children as young as 2, the

chances for learning are increased.

Speech and behavior therapist

conflict<http://autism.healingthresholds.com/comment/speech-and-behavior-therapi\

st-conflict>

*Sep 8, 2009* by Anonymous

Why can't the speech

therapist<http://autism.healingthresholds.com/therapy/speech-therapy>and

behavior

therapist <http://autism.healingthresholds.com/therapy/therapist> both agree

to work together? I'm feeling forced to choose one

therapy<http://autism.healingthresholds.com/therapy/therapy>over the

other because the speech

therapist <http://autism.healingthresholds.com/therapy/speech-therapy> is

having us use a modified

PEC<http://autism.healingthresholds.com/therapy/picture-exchange-communication-s\

ystem-pecs>system

- (

verbal <http://autism.healingthresholds.com/therapy/verbal> / picture & sign

method) which is working pretty well and Behavior

therapist<http://autism.healingthresholds.com/therapy/therapist>(VB

approach<http://autism.healingthresholds.com/therapy/verbal-behavior-vb-training\

>)

refuses to let's us use them. The only person their rigidness is going to

hurt is my child! Anyone had this problem? Result?

Great Autism Therapy

Toy/Product<http://autism.healingthresholds.com/comment/great-autism-therapy-toy\

product>

*Mar 22, 2009* by Anonymous

*www.boardbookalbums.com* <http://www.boardbookalbums.com/> offers the new

" Take Your Pix " board book photo album, which is perfect for autisitc kids

and children with othe developmental

delays<http://autism.healingthresholds.com/therapy/developmental-delay>and

challenges. Developed at the direction of a speech

therapist <http://autism.healingthresholds.com/therapy/speech-therapy>, the

" Take Your Pix " albums have thick cardboard pages that hold 20 photos, plus

one on the cover frame. Your 4 " x 6 " photos slide right in the top of the

pages and are protected from harm. Your kids will love looking at all their

favorite photos. Great with the

PECS<http://autism.healingthresholds.com/therapy/picture-exchange-communication-\

system-pecs>

communication <http://autism.healingthresholds.com/therapy/communication>system

for

autistic <http://autism.healingthresholds.com/therapy/autism> kids, too!

Check it out and please

share<http://autism.healingthresholds.com/therapy/share>with

family <http://autism.healingthresholds.com/therapy/family> and

friends<http://autism.healingthresholds.com/therapy/friend>!

PECS <http://autism.healingthresholds.com/comment/pecs>*Jul 21, 2008* by

Anonymous

Communipix makes a personalized picture exchange product that can augment an

existing system or be the basis for a new system. Visit them at:

http://www.communipix.com/

Speech Therapy <http://autism.healingthresholds.com/therapy/speech-therapy>:

An example of a misconception related to speech

therapy<http://autism.healingthresholds.com/therapy/speech-therapy>would

be that some people (

parents <http://autism.healingthresholds.com/therapy/parent> ask this often)

think/question rather

communication<http://autism.healingthresholds.com/therapy/communication>that

involves

signing <http://autism.healingthresholds.com/therapy/signing>,

PECS<http://autism.healingthresholds.com/therapy/picture-exchange-communication-\

system-pecs>or

AAC<http://autism.healingthresholds.com/therapy/augmentative-and-alternative-com\

munication-aac>has

a negative impact on learning to speak. Actually, other

communication <http://autism.healingthresholds.com/therapy/communication>means

actually are correlated with improvements in speech and do not

negatively effect speech development.

-

<http://autism.healingthresholds.com/therapy/picture-exchange-communication-syst\

em-pecs?page=0%2C0%2C0%2C1 & quicktabs_1=3#quicktabs-1>

communication system (PECS) include: PEC, PECS, picture - PECS, picture

board, picture cue, picture exchange communicat, picture exchange

communication, Picture exchange communication system, Picture exchange

communication systems, picture symbols

_