Research Question
What is the relationship between non-verbal children diagnosed with autism learning to use
PECS as a method of communication and the reduction in parental stress levels?
Introduction
Much of the research conducted focuses on the benefis of using Picture Exchange Communication System (PECS) as a method to teach non-verbal children to communicate (Sundberg, & Partington, 2010). Not much research has researched on the need on teaching children to communicate with parents to used PECS as means of communication to help decrease the stress levels that arise as the result of not being able to communicate. Communication is a crucial aspect of our daily lives. Being able to communicate with peers, parents, and family members to express wants and needs cannot only help to have those wants and needs met, but it can help individuals become independent. Children diagnosed with autism often face challenges and deficits with communication skills. Not being able to have social interactions with other people in the environment can be detrimental. Parents who have non-verbal children diagnosed with autism often face these challenges in addition to an increase in stress levels. Picture Exchange Communication System (PECS) is a way to learn how to communicate with others in the environment. The present study will evaluate and analyze the benefits of using PECS to help decrease stress levels in parents of children diagnosed with autism. Participants in this study must be able to make inform decisions and be present in the study (Sargeant, 2012). The purpose of this proposed study is to examine how parents teaching their non-verbal children to use PECS will help them by decreasing their stress levels. What is the relationship between non-verbal children diagnosed with autism learning to use PECS as a method of communication and the reduction in parental stress levels?
Hypotheses
a. Hypothesis: Teaching non-verbal children to use PECS as means of communication will help to decrease parental stress experienced by the miscommunication.
b. Hypothesis: Teaching non-verbal children to use PECS as means of communication will not help to decrease parental stress experienced by the miscommunication.
Target Population
The target population for this project will be parents who have children diagnosed with ASD and are non-verbal. A total of 40 parents who have children in an after school social skills program will participate in this study. The participants will be randomly selected from different days of the after school program. Informed consent must be gathered prior to conducting any study as well as debriefing of everything being confidential and how the data will be gathered.
Procedure
For the purpose of this study, parents who have children enrolled in an after school social skills group program will participate by filling out and participating in interviews, stress scales, and questionnaires. A separate and private room with no windows will be utilized to conduct the study. Data will be collected once parents arrive at the after school program. The instruments that will be utilized are paper and pencil based. Everything will be written, surveys questionnaires, and stress scales will be administered as video recording.
Research Design and Data Analysis
This quantitative study will be analyzed using a correlational research design. An evaluation and analysis of the correlation between the usage of PECS in non-verbal children and the decrease in parental stressed caused by not being able to communicate with their children will be examined. Specifically, an examination of the correlation between these two variables will evaluated. The data analysis will consist on having researchers conduct session at the after school program with parents and debrief them, provide inform consent, review the questionnaire and or scales of measurement. Data will be analyzed utilizing SPSS to statistically analyze the scores of the data, a correlational analysis will be analyzed to determine the mean scores, frequencies, outliers, descriptive statistics, and the Eta square of the data.
References
Sargeant, J. (2012). Qualitative Research Part II: Participants, Analysis, and Quality
Assurance. Journal of Graduate Medical Education, 4(1), 1–3.
http://doi.org/10.4300/JGME-D-11-00307.1
Sundberg, M. L., & Partington, J. W. (2010). Teaching language to children with autism
or other developmental disabilities. Concord, CA: AVB Press.