week six

Autism, or autism spectrum disorder, attributes to a range of conditions described by difficulties with social skills, repetitive behaviors, expression and nonverbal communication, and by unusual strengths and diversity. There are several forms of autism caused by different sequences of genetic and environmental impacts. The term “spectrum” indicates the wide disparity in challenges and strengths owned by each child with autism. Autism’s most-obvious symptoms tend to emerge between 2 and 3 years of age (Boyd et al., 2010).

Autism disorder in non-verbal children

Nearly a third of children on the autism condition use no spoken language or only a few words. All of these people could be characterized as having non-verbal autism. Yet the term "non-verbal autism" has no official status, and there is no such diagnosis as "nonverbal autism." In other words, there is no sharp line between verbal and nonverbal children with autism (Boyd et al., 2010).

Parental stress experienced

Parents of children with autism spectrum disorders (ASD) are at an high risk for acute and prolonged stress compared to those of children with other developmental impediments and parents of kids without disabilities. It is probable that the stressors of having a child with ASD influence the couple's association; however, few researchers have concentrated on this dynamic inside these families.

History of PECS

The Picture Exchange Communication System (PECS) was first built for use at the Delaware Autistic Program (DAP) by Andrew Bondy and Lori Frost in 1985. Bondy and Frost centered on developing essential skills in very young kids on the autism spectrum, including training them how to communicate using picture figures. PECS was developed within a class setting rather than in a research-based environment and the order was adapted over time to satisfy the needs of various students (Boyd et al., 2010).

Advantages of PEC

PECS utilizes a reinforcement protocols and approaches for promoting and reinforcing speech accurately. As such, learning to communicate makes it more possible that individuals will utilize speech; and if they can’t use speech proficiently, it provides them a practical way to communicate (Davis & Carter, 2008).

Sign language and other individuals’ speeches are hard to interpret, not used adequately, and can drive to various situations that a child is not able to make him or herself confused.

Images are simple to follow for everyone (because we usually have marks on them as well as the images), everywhere (Davis & Carter, 2008).

Demerits of using PECS

Parents and instructors who wish to use PECS efficiently require training using image cards and binders. The education comes in six stages and is time-consuming. The first phases, for instance, involve mastering how to teach autistic kids how to request for items automatically using ready-made design cards (Zwaigenbaum et al., 2009).

Using non-verbal communication makes it difficult to accomplish normal communication abilities. The PECS system, for instance, delays speech in autistic children, and this suppresses their capacity to utilize their learning potential and enhance their academic standards.

PECS can become a limiting agent when autistic people improve their capacity to communicate, because there may not always be adequate picture cards to enable the child to communicate his thoughts. The inability to communicate with the child clearly may make teachers and therapists misunderstand his needs and ideas, bringing confusion and frustration into the learning process (Zwaigenbaum et al., 2009).

How PECS work

The Picture Exchange Communication System (PECS) is a form of augmentative and alternative communication in which a child is taught to communicate by an adult by providing them a card with an image on it.

PECS is based on the idea that children who are non-verbal or with limited functional speech can be taught to communicate using pictures.

The educator begins by instructing the child to interchange a picture of an item they wants. For instance, if the child desires a drink, he will give an image of a drink to the trainer who will then give him a drink.

The trainer will then teach the kid progressively further difficult skills, such as utilizing pictures to make complete sentences or to express decisions.

Benefits of training parents on how to use the PECS

Improved communication with kids with autism is the dream of every parent. With such knowledge they can understand the feelings and intention of their kid hence respond to their demands. Interesting images by the parent is much easier compared to sign language (Zwaigenbaum et al., 2009).

Parents can participate in the speech development of autism kid. People have witnessed kids beginning to speak after the application of PEC communication. Since parents spend a lot of time interacting with kids, they can use the knowledge to communicate with their kid hence improving their future speech (Zwaigenbaum et al., 2009).

Conclusion

Parents of autistic kids experience emotional distresses due to incapacity to communicate with their non-verbal kids. Failing to recognize what the child needs is a really hard experience on parents and thus they need to train the children on the PECS system of communication which will aid boost the interaction between parent and autism kids and in the process minimizing the stressful situations they experience. Nevertheless, further research should be done on other potential methods of communication for autistic kids (Zwaigenbaum et al., 2009).

References

Boyd, B. A., Odom, S. L., Humphreys, B. P., & Sam, A. M. (2010). Infants and toddlers with autism spectrum disorder: Early identification and early intervention. Journal of Early Intervention, 32(2), 75-98.

Davis, N. O., & Carter, A. S. (2008). Parenting stress in mothers and fathers of toddlers with autism spectrum disorders: Associations with child characteristics. Journal of autism and developmental disorders, 38(7), 1278.

Zwaigenbaum, L., Bryson, S., Lord, C., Rogers, S., Carter, A., Carver, L., ... & Fein, D. (2009). Clinical assessment and management of toddlers with suspected autism spectrum disorder: insights from studies of high-risk infants. Pediatrics, 123(5), 1383-1391.