Yvonne Lin Yiwen - Group A

Case 1 - Annie

Speech Impairment and communication difficulties – an area of intervention would be using the Picture Exchange Communication System (PECS).

(i) The intervention

After reading the case study, I feel that one of the most suitable interventions would be the use of Picture Exchange Communication System (PECS). According to Bondy and Frost (as cited in Wallin, 2004), PECS is an augmentative communication system which is developed to help individuals to obtain a functional means of communication quickly. In addition, Wallin (2004) stated that “PECS is appropriate for individuals who do not use speech or who may speak with limited effectiveness: those who have articulation or motor planning difficulties, limited communicative partners, lack of initiative in communication, etc.”

(ii) Its effectiveness (as reported in the journal article)

According to the Bondy and Frost (as cited in Schwartz and Garfinkle, n.d.), PECS is a popular system as it does not require any desirable behaviors. Furthermore, it is relatively easy and inexpensive. Most importantly, it may help to facilitate speech. Besides all this, PECS is a system which is based on child initiation. In addition, the strategies that are used in PECS are set in the teaching procedure.

In the journal article, they conducted a research with thirty-one preschool children with various significant disabilities such as severe communication delays and disorders with the used of PECS. It showed that PECS is a good system which can help children with communication delays and disorders to acquire the functional means of communication relatively quickly. The thirty-one preschool children progressed from having no or very limited functional communication skills to using the PECS to communicate with adults and peers in an average of fourteen months. In addition, the children also demonstrated to use the system and communicate with different people in different settings. They also mastered a reliable way to communicate purposefully with adults and peers.

In conclusion, we can say that PECS is a good intervention strategy for children with speech impairment and communication difficulties. The article also mentioned that PECS can help children with severe expressive language delays and disorders to learn a functional system of communication.

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

I believed that with the used of PECS, Annie would be able to acquire the functional means of communication quickly. Due to her facial deformities, it may be quite difficult for Annie to speech probably. Thus when both Annie’s parents and teachers use PECS to communicate with her, she will find it easier to communicate with them. Furthermore, parents and teachers should use it daily in order to allow her to acquire the functional means of communication quickly. The reason is because PECS is child-initiated. Annie would use PECS if she would like to communicate with someone. Furthermore, Annie not only can communicate with her parents and teachers, she can also communicate with her peers. In addition, when Annie acquires the functional means of communication, she would be able to communicate her needs. Therefore, Annie’s behavioral and social difficulties would be improved.

(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 parents, teachers and the speech therapist should work closely with one another in order to help Annie. Parents and teachers should ensure that they followed the methods that the speech therapist used during the therapy session. This would allow Annie to have a consistency in acquiring speech.

Furthermore, I feel that parents and teachers should undergo talks about PECS and the correct way to use PECS. This would allow them to have a better understanding about PECS. Thus when they are using PECS to communicate with Annie, they would be able to use it in the correct way.

References:

Wallin, M.J. (2004). Teaching children with autism. Retrieved July 26, 2009, from Wallin, M.J. Website: www.polyxo.com

Schwartz, I.S., & Garfinkle, A.N. (n.d.). The picture exchange communication system: communicative outcomes for young children with disabilities. Early Childhood Special Education, 18(3), 144. Retrieved September 6, 2009 from http://ezproxy.wheelock.edu:2239/ehost/detail?vid=1&hid=101&sid=c7a25dcd-3052-4569-91d7-293bad7f1762%40sessionmgr104&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=fgh&AN=1136580