Enhancing Functional Communication Through the PECS Program for Children with Level 3 ASD

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{"abstract":"This study investigated the effectiveness of the Picture Exchange Communication System (PECS) as an alternative and augmentative communication (AAC) tool for non-verbal or minimally verbal children diagnosed with level 3 autism spectrum disorder (ASD). A quantitative, quasi-experimental multiple baseline design was used with four participants diagnosed with level 3 ASD, observed across three phases: Baseline A (pre-intervention), Baseline B (during intervention), and Baseline C (post-intervention/maintenance). Functional communication data was gathered using a Behavioral Observation Frequency Checklist in a Special Education (SPED) school. Data analysis included descriptive statistics, paired sample t-tests, and Cohen’s effect size. Results showed significant improvements in functional communication scores from Baseline A (M = 77.8, SD = 17.2) to Baseline C (M = 99.5, SD = 11.9), t(3) = -3.84, p = .031, with a very large effect size (d = 1.92). Although the difference between Baseline B and C was not statistically significant (p = .060), the effect size remained large (d = 1.48), indicating sustained progress. Phase 7 (generalization) demonstrated significant gains (p = .037, d = 1.79), confirming that PECS-trained behaviors transferred across settings and communication partners. These findings provide empirical evidence that PECS is an effective AAC tool for enhancing functional communication, specifically improving skills such as requesting desired items, expressing choices, and initiating interactions. Practical implications suggest PECS can be integrated into individualized education plans and daily classroom routines to support communication, leading to increased classroom engagement, greater participation, reduced frustration, and improved independence for learners with complex communication needs.","abstract_source":"gemini_shortened","authors":["Anna Nicola Victoriano"],"date":"2026-04-28","doi":"10.70838/pemj.550905","id":7783,"issue":9,"journal":{"issn":"2822-4353","name":"Psychology and Education: A Multidisciplinary Journal"},"pdf_sha256":"8da1d255677f0efcc13c6dc5044d5ef9cd2a22d268bd1ff321b054c8238479b9","schema":"scimatic-article/1","title":"Enhancing Functional Communication Through the PECS Program for Children with Level 3 ASD","volume":55}

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