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Picture Exchange Communication System (PECS) is a frequently used AAC technique for individuals with autism (ASD) and is classified as an emergent intervention for individuals under age 22 (National Standards Project, 12). Much of the early work on PECS involves researchers acting as communication partners, directly teaching PECS to individuals with disabilities. However, in practice, education professionals are common, natural communication partners who implement PECS. “The continued success of PECS also will depend on the quality of training provided by those implementing the system” (2, p. 742) necessitating effective training for communication partners.

Targeted Training Components Across Approaches

BACKGROUND

This systematic search of the literature sought to answer the following questions: 1.  Which education professionals (EPs) have been trained to

deliver PECS interventions? 2.  What phases of the PECS intervention have EPs been taught to

support? 3.  What instructional procedures have been used to train EPs in

the use of the PECS protocol with individuals ASD, and to what extent do these activities incorporate BST components?

4.  What has been the observed impact of these training procedures?

OBJECTIVES

Educa/onProfessionals

•  80EPsacross7studies• MinimaltonopriorexperiencewithPECSandarangeofexperiencewithindividualswithseveredisabili/es(4monthsto6years)

Communicators

• Majoritywereyoungchildren(i.e.,2to8yearsold)withASD• TwostudiesincludedadultcommunicatorswithASDormul/pledisabili/es• PECSPhases1-3/1-4

Instruc/onalProcedures

• ResearchersprovidedPECStraining(71%),twousePECSconsultants• Instruc/onalmaterials:videos,por/onsofPECSmanual,PECSphasesummaryhandout,checklistofresponses,reviewformswithbehaviordefini/ons,self-monitoringforms,wri_ensummaryofgoals

• Averagetraining/meof17hours(range:9-21hours)

Outcomes

• Immediateincreaseinqualityandquan/tyofPECSopportuni/es(86%ofstudies,6of7)• Onestudythatdidnotseeanimmediateincreasedidnotincludeprac/ceorfeedbackopportuni/es

• Maintenancereportedin43%ofstudies(n=3)• EPsmaintainedqualityinallstudies

Generaliza/on

• Acrosspeople&sedngs:2studies(6,15)trainedEPtoimplementPECSwithanadultconfederatetomasterycriteriabeforeaskingtheEPtogeneralizetoanindividualwithASD

• Acrossac/vi/es:1study(4)EPsweretrainedtoimplementPECSintwotargetac/vi/es(artandgrossmotor).Generaliza/onprobeswereconductedonthenumberofPECSopportuni/escreatedbytheEPinanovelac/vity(e.g.,centerac/vi/es).ResultssuggestthatindependenttransferofPECStountrainedac/vi/esdidnotoccur

RESULTS

CONCLUSIONS&IMPLICATIONS

METHODPeer-reviewed PECS communication partner training studies were identified by searching three databases with varying combinations of the terms: Picture Exchange Communication System, train(ing), teach(ing), implement(ation), communication partner, teacher, parent, and staff Articles were screened with the following criteria: •  An experimental study was conducted and data were reported

on communication partner behavior •  At least one paragraph outlined training procedures that

included three of the five instructional variables: description of trainer, format of training, location of training, materials used, duration

•  The target population included individuals with severe developmental disabilities as communicators during intervention and/or generalization phases; no specific exceptionality was excluded

Reference lists as well as articles that cited included studies were examined for any additional studies

REFERENCES1. Barnes, C. S., Dunning, J. L., & 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. 2. Bondy, A., & Frost, L. (2001). The picture exchange communication system. Behavior Modification, 25, 725-744. 3. Dunst, C. J., & Trivette, C. M. (2012b). Moderators of the effectiveness of adult learning method practices. Journal of Social Sciences, 8, 143-148. 4. Ganz, J. B., Goodwyn F. D., Boles, M. M., Hong, E. R., Rispoli, M. J., Lund, E. M., & Kite, E. (2013). Impacts of PECS instructional coaching intervention on practitioners and children with autism. Augmentative and Alternative Communication, 29, 210-221. 5. Hill, D. A., Flores, M. A., & Kearley, R. F. (2014). Maximizing ESY services: Teaching pre-service teachers to assess communication skills and implement picture exchange with students with autism spectrum disorder and developmental disabilities. Teacher Education and Special Education, 37, 241-254. 6. Homlitas, C., Rosales, R., & Candel, L. (2014). A further evaluation of behavioral skills training for implementation of the picture exchange communication system. Journal of Applied Behavior Analysis, 47, 198-203. 7. Howlin, P., Gorden, P. K., Pasco, G., Wade, A., & Charman, T. (2007). The effectiveness of picture exchange communication system (PECS) training for teachers of children with autism: a pragmatic, group randomised controlled trial. Journal of Child Psychology and Psychiatry, 48, 473-481. 8. Kent-Walsh, J., & McNaughton, D. (2005). Communication partner instruction in AAC: Present practices and future directions. Augmentative and Alternative Communication, 21, 195-204. 9. Magiati, I., & Howlin, P. (2003). A pilot evaluation study of the picture exchange communication system for children with autism spectrum disorders. Autism, 7, 297-320. 10. Martocchio, N., & Rosales, R. (2016). An evaluation of pyramidal training to teach implementation of the picture exchange communication system. Behavioral Interventions, 31, 265-282. 11. Morrier, M. J., Hess, K. L., & Heflin, J. L. (2011). Teacher Training for Implementation of Teaching Strategies for Students With Autism Spectrum Disorders. Teacher Education and Special Education, 34, 119-132. 12. National Autism Center. (2015). Findings and conclusions: National standards project, addressing the need for evidence-based practice guidelines for autism spectrum disorders (2nd ed.). Randolph, MA. 13. Parsons, M.B., Rollyson, J.H., & Reid, D.H. (2012). Evidence-based staff training: A guide for practitioners. Behavior Analysis in Practice, 5, 2-11. 14. Pence, S. T., St. Peter, C. C., & Giles, A. F. (2014). Teacher acquisition of functional analysis methods using pyramidal training. Journal of Behavioral Education, 23, 132–149. 15. Rosales, R., Stone, K., & Rehfeldt, R. A. (2009). The effects of behavioral skills training on implementation of the picture exchange communication system. Journal of Applied Behavior Analysis, 42, 541-549.

For additional information on this study, please visit aac.psu.edu

ACKNOWLEDGEMENTSAshley McCoy was supported by funding from the Penn State AAC Leadership Project, a doctoral training grant funded by U.S. Department of Education grant #H325D110008. David McNaughton was supported by funding from a grant from the National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR grant #90RE5017) to the Rehabilitation Engineering Research Center on Augmentative and Alternative Communication (RERC on AAC).

AshleyMcCoy,MS.Ed,Ed.S,BCBA,DoctoralCandidate,PennStateUniversityDavidMcNaughton,PhD,Professor,PennStateUniversity

TeachingPECSCommunicaJonPartners:AReviewoftheLiterature

EPRole TeachingAssistants/1:1Therapists

Teachers

Directcarestaff

Preserviceeducators

Speechpathologist

0

25

50

75

100

Percen

tofstudies

BehaviorSkillsTraining TrainingFormat

Group(6ormore)withfollowup

Individual/SmallGroup(lessthan5)

Didac/c(11)

Descrip/on

Model

BehaviorSkillsTraining(13)

Descrip/on

Model

Prac/ce

Feedback

Implementa/onScience(3)

Descrip/on

Model

Prac/ce

Feedback

AACPartnerTraining(8)

Descrip/on

Model

Prac/ce

Feedback

Generaliza/on

EPsprovidedwithopportuni/estoprac/ceandreceivefeedbackdemonstratedincreasedcommunica/onpartnerbehavior(i.e.,quality&quan/tyofPECSopportuni/es)

There presently exists within the field a need for training that is effective and efficient, for both the PECS trainer and the EP. Interventionists and researchers are encouraged to consider how technology may increase efficacy.

Another possible approach to enhance efficiency is pyramidal training: an advanced professional first teaches a small group of individuals, who then teach another group of practitioners (10, 14).

Interventionists and researchers are encouraged to consider other training models that actively promote long-term use and generalization of communication partner behaviors (e.g.8) across settings, people, and novel opportunities.

Interventionists and researchers are encouraged to identify strategies to support EPs in providing PECS opportunities for a wider range of communication behaviors, in both the PECS protocol and beyond.