Using the picture exchange communication system (PECS) with children with autism: assessment of PECS acquisition, speech, social-communicative behavior, and problem behavior.

By M. H. Charlop-Christy, Michael H. Carpenter, L. Le, L. A. LeBlanc, Kristen Kellet. Journal of Applied Behavior Analysis, 2002

664 citations recorded by the source corpus.

Subfields: Clinical Psychology, Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/ded5dc4371d1eff414d97b8bae1219033d0ce68c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Shannon Crozier
2. Matthew J. Tincani
3. Howard Goldstein
4. Naomi Schneider

In Cognitive Neuroscience

1. Shannon Crozier
2. Matthew J. Tincani
3. Howard Goldstein
4. Naomi Schneider

In Developmental and Educational Psychology

1. Matthew J. Tincani
2. Howard Goldstein
3. Naomi Schneider

Citations in the corpus

• Evaluating Picture Exchange and the iPad™ as a Speech Generating Device to Teach Communication to Young Children with Autism (2013, background): “…in terms of decreasing challenging behavior (e.g., Durand 1999) and, in some cases, increasing speech production (e.g., E. R. Lorah (*) :M. Tincani : J. Dodge : S. Gilroy : A. Hickey : D. Hantula Temple University, Philadelphia, PA, USA e-mail: erlorah@temple.edu Charlop-Christy et al. 2002).”
• The Picture Exchange Communication System (PECS) (2009, neutral): “Most of the studies have been conducted in special and regular schools (e.g., Carr & Felce, 2007a, 2007b; Charlop-Christy et al., 2002; Liddle, 2001; Magiati & Howlin, 2003; Yokoyama et al., 2006) and preschools (Frea et al.”
• The Picture Exchange Communication System: Effects on Manding and Speech Development for School-Aged Children with Autism (2006, positive): “Results of this investigation are consistent with previous studies, which found that PECS increased participants’ levels of independent and spontaneous manding (Charlop-Christy et al., 2002; Ganz & Simpson, 2004; Magiati, & Howlin, 2003; Tincani, 2004).”
• Comparing the Picture Exchange Communication System and Sign Language Training for Children With Autism (2004, background): “Initial studies suggest that most children taught PECS acquire independent use of the system, and many even acquire functional speech (Bondy & Frost, 1994; Charlop-Christy et al., 2003; Schwartz, Garfinkle, & Bauer, 1998). Given the positive reported outcomes for each modality, choosing between sign”
• Minimally Verbal School‐Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum (2013, neutral): “One exception is a study that used a single-subject multiple baseline design in which two of the three children were over age 5 [Charlop-Christy et al., 2002].”