Date Approved

7-3-2019

Embargo Period

8-9-2019

Document Type

Thesis

Degree Name

M.A. Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Shuff, Margaret

Second Advisor

Kuder, Sydney J.

Third Advisor

Accardo, Amy

Subject(s)

Developmentally disabled children—Education (Preschool)

Disciplines

Early Childhood Education | Special Education and Teaching

Abstract

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.

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