Tan Wan Xuan, Group B

Case Study 1.

(i) the intervention

What I would introduce to the classroom would be the Picture Exchange Communication System (PECS). According to Spencer, Petersen & Gillam (2008), PECS incorporates the use of a series of icons or pictures and sign language is a system of standardized gestures for use in communication.
In the journal article, Bondy & Frost (1994) cited that Programs that involve speech, sign, or picture-pointing systems often teach labeling as the first communicative skill.

PECS is a system whereby pictures are used as a form of communication for children with speech impairments or are slow in their language development. This intervention starts off with the child giving the specific picture that represents his needs to the teacher, and the teacher will reciprocate by acknowledging his requests.

(ii) its effectiveness (as reported in the journal article) :

As stated in the journal article, Bondy & Frost (1994) mentioned the overall outcomes for their study on the effectiveness on PECS. For the 66 children who went through this intervention, 56% of them acquired speech as one of their main communication tool, and overall, 76% of all the children placed on PECS have come to use speech either as their sole communication system or augmented by a picture-based system. (Bondy & Frost, 1994)

Bondy & Battaglini (1992) mentioned that any changes in communication skills also have been associated with changes in behavior management. (Bondy & Frost, 1994) One of the other outcome of the study is that, children have shown improvements in their behaviours after picking up speech through PECS, and are less likely to display disruptive behaviours in class.

(iii) your personal evaluation how the child will benefit from this intervention

In Annie’s case, I strongly believe that PECS will definitely benefit her along with her sessions with speech and language therapy. By starting off with one picture at a time, Annie will be able to express herself without having to display disruptive behaviors to get her request acknowledged, both by her friends and teachers. Furthermore, with her speech and language therapist, the teacher can reinforce the words and language through these picture cards. By going through PECS consistently and regularly, Annie will be able pick up more words and language to express herself to her friends and this will help improve her social skills as well. Therefore, I feel that PECS would be a good intervention for Annie.

(iv) your suggestions how you can make adjustments to cater to the needs of the
child and to facilitate integration of the child / the intervention activity into
your classroom.

I feel that PECS do not only benefit Annie, but also the class as a whole. However, this can be extended to children who may be showing signs of developmental delay in languages or even the younger children in the school. Therefore, what I can do is to create my own rule cards, which there will be picture of an ear which means to listen, or a picture of a boy on the chair to represent please sit down. This will help the other children adapt to the picture cards that Annie will use, and children tend to adhere to rules which they can “see”. At the same time, I will allow Annie to appoint a buddy so that she is able to communicate to her buddy through PECS if she is uncomfortable with expressing her feelings to me or other friends. The buddy can then help Annie convey the message or request to her peers and me.

References:

Bondy, A. S., & Frost, L. A. (1994). The Picture Exchange Communication System. Focus on Autistic Behavior , Vol. 9 (3).

Spencer, T. D., Petersen, D. B., & Gillam, S. L. (2008). Picture Exchange Communication System (PECS) or Sign Language. Teaching Exceptional Children , Vol. 41 (2), 40-47.