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Table of Contents

Table of Contents

Introduction 3

Autism disorder in non-verbal children 3

Parental stress experienced 5

History and advantages of using PECS to communicate 7

Advantages of PECS 8

Demerits of using PECS 10

How PECSwork……………………………………………………………………………...12

Benefits of training parents on how to use the PECS………………………………………..14

Conclusion……………………………………………………………………………………15

References 16

Literature review

The review on literature we are going to discuss in this study is about the impacts of autism spectrum disorder on toddlers. We shall base it on the following subheadings.

Autism disorder in non-verbal children

The study investigated on the connection of social skills, adaptability limitations, emotional and behavioural challenges among school children. Children who participated on this investigation were 3-5 years with autism (n=27), and two other group of kids with delayed development but no autism (n=12) and the kids developing (n=12). The investigators administered the children to a standard test of general physical communication skills. Their parents filled the Vineland Adaptive Behavioural Scales and the Developmental Behaviour Checklist to aid in the investigation (Karst, J. S, 2012). From the findings they got; kids diagnosed with autism had challenges related to daily social skills and behavioural complications. These finding proposed that physical conversation abilities are mostly related to practical and developmental effects rather than basic communication skills (Luyster, R, et al., 2008)

Another study by Ellis Weismer, et al., (2010) described premature communication skills in children with Autism Spectrum Disorder (ASD, n=257) by use of multiple communication advancement measures, in comparison to children with non-spectrum Developmental Delay (DD, N=69). The results of this study presented medium to high levels of agreement between the various measures. Results of ASD presented substantial variance in the outline of receptive-sensitive communication skills for autism children in comparison to the development delay (DD). Children with autism had moderately more serious receptive verbal delays than expressive (Kostyuk, N, et al., 2010). Reversion scrutiny evaluating the coexisting determinants of verbal skills presented mutual comparisons with non-verbal understanding and the regularity of imitations through the investigative teams.

Non-verbal communication in toddlers was designed using the Social Communication Assessment for Toddlers with Autism (SCATA). This included premature and distinctive conversation in toddlers with spectrum disorder. Every act of communication is recorded with regard to its nature, complexity and function (Drew, A, et al., 2007). This SCATA method measured communication skills on the two groups of children diagnosed with autism spectrum disorder. According to the findings the general occurrence of non-verbal acts of communication among both valuations remained unchanged. Nevertheless, the nature, intricacy and the character the toddler participated in the investigation changed with time (Manolitsi, M, et al., 2011). The regularity and persistence of verbal acts of communications during childhood determined their communication abilities in the future. Socialisation acts provided a more prediction to association than replies and appeals.

Tager-Flusberg, et al. projected verbal communication standards which were used in depicting language outlines for children diagnosed with ASD as well as investigate variances in variables assumed to affect communication advancements at various ideal stages. Communication skills of various children diagnosed with ASD were described based on standards of verbal communication (Baird, G, et al., 2016). The investigators organised them in groups in accordance to these standards to survey the variances on the chosen variables through the standardisation groupings of 2.5 years average age. Most of the children in the groupings demonstrated irregular communication outlines, being more progressive on phonology and substantial flaws in practicality (Ellawadi, A.B, 2015). Grouping the toddlers according to a single open linguistic dominion; many changes were identified in reaction to shared visual expressions and movements but not reasoning. The verbal communication standards are essential in describing premature communication outlines as well as determining factors that affect effective language development

Parental stress experienced

Parents of toddles diagnosed with autism spectrum disorder have an exceptional stressful experience depending on the autism level in their toddle (Davis, N. O, et al., 2008). The aim of this review is to examine the level of stress on these autistic toddles parents.

Stress refers to response to a certain situation, which demands more attention than the resources available thus being a threat to personal happiness (Park, C. J, 2012). According to this context increasing stress levels are observed on parents with older autistic toddles. Relationship among autistic toddles conduct and parental stress was evaluated in parents of 54 children with autism spectrum disorder (age=2-3 years). The parentages testified increased parentage stresses. Delays in toddles social interaction were related to the whole parental stresses (Krakovich, T. M, et al., 2016). The toddle autism spectrum disorder seriousness contributed a lot in determination of the parentage stress in relation to the toddle’s verbal intelligent quotient.

History and advantages of using PECS to communicate

This method of communication was established to help toddles with autism spectrum disorder as well as other associated deformities. It was initiated several years past as an alternative to aid in communication between autistic population and other people. It was first applied in the US and currently it has been recognised globally as an alternative way of communication. It started with students being taught how to exchange a picture of the item require and the respondent will respond by giving them the particular item. The approach has a variety of benefits related to imitation guidelines and symbols approaches. This approach starts with exchanging small images which promptly creates a sentence arrangement (Paden, A. R, et al., 2012).

Advantages of PECS

It is an easy method and is easily understood. For example when the toddler gives you a picture you will easily understand his/her request and honour it. Another advantage is the images are easy to make and they are mobile communication materials thus the toddles can move around with them. In addition, the child the child can communicate efficiently from a variety of people who are around him/her since by just presenting a picture they understand him/her with fewer struggles (Solomon, M, et al., 2008). The communication is general, meaningful and easily understood.

Demerits of using PECS

There is delay in speech making it difficult to have ordinary conversation skills. The child also have a hard in communicating his desires especially when the pictures are not enough and sometimes close people may misinterpret his/her wants. Adjustments to keep up with the student’s advancement on PECS is also a challenge since there will be need to use various images in various stages of learning (Kakkar, J, et al., 2017).

How PECS work

It is a method of communication to people with autistic challenges. Toddlers use simple images to communicate to their parents whereby they can manage to requests for their desires to the parents (Flippin, M, et al., 2010).

Benefits of training parents on how to use the PECS

· Their emotional distresses will decline since they be able understand what the toddler wants.

· They will assist the toddlers in forming communication sentences.

· They will assist the child in communicating with other people.

· There will be a positive interaction between the child and parent.

Conclusion

Parents on autistic children undergo emotional distresses due to inability to communicate with their non-verbal children. Failing to understand what the child wants is a really hard time on parents and thus they need to train the children on the PECS method of communication which will help boost the interaction between parent and child and in the process lessen the stressful situations they experience. However, further investigation should be done on other possible methods of communication for autistic children.

References

Baird, G., & Norbury, C. F. (2016). Social (pragmatic) communication disorders and autism spectrum disorder. Archives of Disease in Childhood, 101(8), 745. //dx.doi.org.library.capella.edu/10.1136/archdischild-2014-306944

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), 1278-91. //dx.doi.org.library.capella.edu/10.1007/s10803-007-0512-z

Drew, A., Baird, G., Taylor, E., Milne, E., & Charman, T. (2007). The social communication assessment for toddlers with autism (SCATA): An instrument to measure the frequency, form and function of communication in toddlers with autism spectrum disorder. Journal of Autism and Developmental Disorders, 37(4), 648-66. doi:http://dx.doi.org.library.capella.edu/10.1007/s10803-006-0224-9

Ellawadi, A. B., & Weismer, S. E. (2015). Using spoken language benchmarks to characterize the expressive language skills of young children with autism spectrum disorders. American Journal of Speech - Language Pathology (Online), 24(4), 696-707. doi:http://dx.doi.org.library.capella.edu/10.1044/2015_AJSLP-14-0190

Flippin, M., Reszka, S., & Watson, L. R. (2010). Effectiveness of the Picture Exchange Communication System (PECS) on communication and speech for children with autism spectrum disorders: A meta-analysis. American Journal of Speech-Language Pathology, 19(2), 178-195.

Kakkar, J., & Srivastava, P. (2017). Challenges and coping among parents having children with autism spectrum disorder. Journal of Psychosocial Research, 12(2), 363-371.

Karst, J. S., & Van Hecke, A. V. (2012). Parent and family impact of autism spectrum disorders: A review and proposed model for intervention evaluation. Clinical Child and Family Psychology Review, 15(3), 247-77. //dx.doi.org.library.capella.edu/10.1007/s10567-012-0119-6

Kostyuk, N., Isokpehi, R. D., Rajnarayanan, R. V., Oyeleye, T. O., Bell, T. P., & Cohly, H. H. (2010). Areas of language impairment in autism. Autism Insights, 2, 31.

Krakovich, T. M., Mcgrew, J. H., Yu, Y., & Ruble, L. A. (2016). Stress in parents of children with autism spectrum disorder: An exploration of demands and resources. Journal of Autism and Developmental Disorders, 46(6), 2042-2053. //dx.doi.org.library.capella.edu/10.1007/s10803-016-2728-2

Luyster, R. J., Kadlec, M. B., Carter, A., & Tager-flusberg, H. (2008). Language assessment and development in toddlers with autism spectrum disorders. Journal of Autism and Developmental Disorders, 38(8), 1426-38. //dx.doi.org.library.capella.edu/10.1007/s10803-007-0510-1

Manolitsi, M., & Botting, N. (2011). Language abilities in children with autism and language impairment: Using narrative as a additional source of clinical information. Child Language Teaching and Therapy, 27(1), 39-55. //dx.doi.org.library.capella.edu/10.1177/0265659010369991

Paden, A. R., Kodak, T., Fisher, W. W., Gawley-Bullington, E. M., & Bouxsein, K. J.

(2012). Teaching children with autism to engage in peer-directed mands using a picture exchange communication system. Journal of Applied Behavior Analysis, 45(2), 425. doi:10.1901/jaba.2012.45-425

Park, C. J., Yelland, G. W., Taffe, J. R., & Gray, K. M. (2012). Brief report: The relationship between language skills, adaptive behavior, and emotional and behavior problems in pre-schoolers with autism. Journal of Autism and Developmental Disorders, 42(12), 2761-6. doi:http://dx.doi.org.library.capella.edu/10.1007/s10803-012-1534-8

Premanand, V., Kumari, K. K., & Mathew, T. P. (2014). Trait emotional intelligence among the parents of children with autism and typically developing children. Indian Journal of Health and Wellbeing, 5(9), 1009-1012.

Solomon, M., Ono, M., Timmer, S., & Goodlin-jones, B. (2008). The effectiveness of parent-child interaction therapy for families of children on the autism spectrum. Journal of Autism and Developmental Disorders, 38(9), 1767-76. //dx.doi.org.library.capella.edu/10.1007/s10803-008-0567-5