Child characteristics and the acquisition of augmentative alternative communication: Sign language and the Picture Exchange Communication System

Due to the fact that fifty percent of individuals diagnosed on with Autism Spectrum Disorder (ASD) fail to develop vocal speech, teachers, parents and practitioners are faced with the difficulty of choosing an augmentative communication systems that best fits the abilities of their child or student. This study examined specific characteristics (discriminative learning, scanning ability, imitation skills and cognitive ability) of five non-vocal children with ASD. These characteristics were then analyzed in conjunction with their acquisition of the Picture Exchange Communication System (PECS) and sign language, to investigate whether or not there was a relationship between these characteristics and the successful acquisition of each of these augmentative communication systems. The results of the pre-test assessments and acquisition of PECS and sign language were not conclusive. Further research needs to be conducted to establish any relationship between child characteristics and the successful acquisition of PECS or sign language. Other research topics did emerge from this study, specifically the acquisition of PECS in the absence of an adherence to the PECS protocol.