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"The reason that PECS should be used to assist people who are functionally non-verbal in socialization with peers, because it is a universal language. Almost everyone, regardless of age, ethnicity, gender, functioning levels, etc. understands what you mean when you hand them a picture of a water bottle or a banana. In my experience, PECS breaks down many of the barriers that we have in our cultures and brings people together in the most basic form of communication" (H. Powers, personal communication, November 7, 2016)

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After reading all of the research, it is clear that PECS, is the most realistic choice in improve social skills.

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By: Joelle Cariaga
Haley Durham

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- 1 to 68 people in the United States are diagnose Autism Spectrum disorder (Center for Disease Control, 2014).
- The cause is unknown.
- Symptoms include difficulty with communication and language, hypothetical concepts, and inability to form relationships. (Ochs et al., 2004)
- Have significant deficits in social interaction skills such as lack of eye contact, not responsive to their name and difficulty understanding social cues ( Center for Disease Control, 2014)
- Can often vary on behavioral problems, independence level, sensitivity to sensory stimuli.(Ochs et al., 2004)
-Very broad spectrum

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PECS (Picture Exchange Communication System):
The results of this research were that the children that used PECS improved significantly during this follow up (Lerna et al. 2014)
Prelinguistic Milieu Teaching:
Showed increase in the number of communicative interaction in all participants
Typical Verbal Speech Therapy:
CLT children showed no significant effects

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By providing nonverbal children with Autism Spectrum Disorder an outlet to share their thoughts, wants, and ideas, we will better be able to understand a growing portion of the population. In addition, by providing the most effective outlet, we can overall improve quality of life for this group.

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What augmentative forms of communications best supports social interactions for school aged children with Autism Spectrum Disorder?

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Boesch, M. C., Wendt, O., Subramanian, A., & Hsu, N. (2013). Comparative Efficacy of the Picture Exchange Communication System (PECS) versus a Speech-Generating Device: Effects on Social-communicative Skills and Speech Development. Augmentative and Alternative Communication, 29(3), 197-209. doi:10.3109/07434618.2013.818059

Center for Disease Control. (2014). Prevalence of autism spectrum disorder in children aged 8 years-Autism and developmental disabilities monitoring network, 11 sites, United States, 2010. Morbidity and Mortality Weekly Report, 63, 1-21.

Erikson's Stages of Development - Learning Theories. (2016). Retrieved October 29, 2016, from https://www.learning-theories.com/eriksons-stages-of-development.html

Franco, J. H., Davis, B. L., & Davis, J. L. (2013). Increasing Social Interaction Using Prelinguistic Milieu Teaching With Nonverbal School-Age Children With Autism. American Journal of Speech-Language Pathology, 22(3), 489. doi:10.1044/1058-0360(2012/10-0103)

Lerna, A., Esposito, D., Conson, M., & Massagli, A. (2014). Long-term effects of PECS on social-communicative skills of children with autism spectrum disorders: a follow-up study. International Journal Of Language & Communication Disorders, 49(4), 478-485. doi:10.1111/1460-6984.12079

McLaren, K. (2014). Interrogating normal: Autism social skills training at the margins of a social fiction. Received from Sonoma State University, Thesis.

Ochs, E., Kremer-Sadlik, T., Solomon, O., & Sirota, K. (2001). Inclusion as social practice: Views of children with autism. Social Development, 10 (3), 399-419.

Shane, H., Laubscher, E., Schlosser, R., Flynn, S., Sorce, J., & Abramson, J. (2012). Applying Technology to Visually Support Language and Communication in Individuals with Autism Spectrum Disorders. Journal Of Autism & Developmental Disorders, 42(6), 1228-1235. doi:10.1007/s10803-011-1304-z

Simpson, A., Langone, J., & Ayres, K. (2004). Embedded Video and Computer Based Instruction to Improve Social Skills for Students with Autism. Education and Training in Developmental Disabilities, 39(3), 240-252. Retrieved from http://0-www.jstor.org.iii.sonoma.edu/stable/23880166

Strasberger, S., & Ferreri, S. (2014). The effects of peer assisted communication application training on the communicative and social behaviors of children with autism. Journal Of Developmental & Physical Disabilities, 26(5), 513-526. doi:10.1007/s10882-013-9358-9

Vygotsky’s Sociocultural Theory - University of Manchester. (n.d.). Retrieved October 29, 2016, from http://www.ceebl.manchester.ac.uk/events/archive/aligningcollaborativelearning/Vygotsky.pdf