May Richard J, Salman Hira, O'Neill Sean J, Denne Louise, Grindle Corinna, Cross Richard, Roberts-Tyler Emily, Meek Isabelle, Games Catherine
School of Psychology and Therapeutic Studies, University of South Wales, Pontypridd, CF37 IDL, UK.
Centre for Public Health, Queens University Belfast, Belfast, Northern Ireland.
J Autism Dev Disord. 2025 Feb;55(2):652-666. doi: 10.1007/s10803-023-06194-1. Epub 2024 Feb 11.
The Picture Exchange Communication System (PECS) is an Augmentative and Alternative Communication (AAC) system which is widely used to support children with developmental disabilities. In the present study, we surveyed individuals responsible for implementing PECS in special educational settings in the United Kingdom (N=283). We explored knowledge of and adherence to the intervention, with a view to identifying training and support needs. Specifically, we examined participants' knowledge, implementation accuracy, training experiences, access to resources, and attitudes towards PECS. We developed hierarchical logistic regression models to explore the association between training experience and both knowledge and use of PECS. We pre-registered our methods, predictions and the analysis plan on the Open Science Framework (OSF).We found considerable variation in practitioner knowledge and implementation of PECS. Formal training predicted greater knowledge and more accurate implementation when practitioner role and the degree of setting support were accounted for. While PECS was rated by a large majority to be effective and practical, many participants identified that time and the availability of resources were barriers to implementation. We also found that the purpose of PECS was not always fully understood by practitioners, and we identified some consistent gaps in knowledge and implementation. This study contributes new information regarding the real-world use of PECS in educational settings and offers new insights for supporting practitioners.
图片交换沟通系统（PECS）是一种辅助和替代沟通（AAC）系统，被广泛用于帮助发育障碍儿童。在本研究中，我们对英国特殊教育环境中负责实施PECS的人员进行了调查（N = 283）。我们探究了对该干预措施的了解程度和遵循情况，以便确定培训和支持需求。具体而言，我们考察了参与者对PECS的了解、实施准确性、培训经历、资源获取情况以及态度。我们建立了分层逻辑回归模型，以探究培训经历与PECS的知识掌握及使用之间的关联。我们在开放科学框架（OSF）上预先登记了我们的方法、预测和分析计划。我们发现从业者在PECS的知识掌握和实施方面存在很大差异。在考虑从业者角色和机构支持程度的情况下，正规培训预示着更多的知识掌握和更准确的实施。虽然绝大多数人认为PECS有效且实用，但许多参与者指出时间和资源可用性是实施的障碍。我们还发现从业者并不总是完全理解PECS的目的，并且我们确定了在知识和实施方面存在一些持续的差距。这项研究提供了关于PECS在教育环境中的实际应用的新信息，并为支持从业者提供了新见解。
