Picture communication system: A method to support language acquisition to students with moderate to severe disabilities

The purpose of this study was to investigate if use of a picture communication system improved language acquisition for English Language Learners (ELL) with moderate to severe disabilities, specifically autism. Two ELL students diagnosed with developmental disabilities related to autism, one 4-year old and one 5-year old, were participants in the study. The English Language Development curriculum Into English! (Tinajero & Schifini, 1997) was used as the primary resource for the sheltered instructional component of the study. The participants were taken aside for 10 minutes of individual tutoring using picture communication following whole-group instruction during the two weeks of intervention phase of the study. Both participants were given a teacher-made test twice a week where they were asked to label key concepts using picture communication. Results showed increase in expressive language performance for both participants. Implications of the study include a discussion on limitations of computer generated picture cards generally used in picture communication systems and selection of augmentative communication for students.