M.A. Special Education
Interdisciplinary and Inclusive Education
College of Education
Committee Member 1
Kuder, Sydney J.
Committee Member 2
Autism Spectrum Disorder, Down Syndrome, Inclusion Classroom, Individualized Education Plan, Picture Exchange Communication System, Self Contained Classroom
Developmentally disabled children—Education (Preschool)
Early Childhood Education | Special Education and Teaching
The purpose of this study was to determine if the use of PECS when taught to vocal and non- vocal students would increase communication and interactions during social situations. While using PECS both groups increased their social interactions during play time. Before this study the children in group one were not interacting at all. After being taught the use of PECS Group One interacted an average of five times per session. Before the study the children in Group two were not demonstrating any interactions, and after being taught the use of PECS they interacted an average of 10 times per session Implications for teaching students who are non- vocal and vocal to interact with each other are discussed.
Infantino, Patricia Kathleen, "Will teaching PECS to vocal and non-vocal students increase social interactions?" (2019). Theses and Dissertations. 2713.