<pre>&lt;p&gt;&lt;img src=&quot;/views_img.php?pp=PECS%20and%20visual%20supports&amp;amp;incr=&quot; &gt; views&lt;/p&gt;
&lt;p&gt;&lt;small&gt;&lt;span style=&quot;color:#808080;&quot;&gt;DISCLAIMER: The information on this site is presented on an &quot;as is&quot; basis, and does not claim to present definitive information, make recommendation or to represent any official body or organization. Users of this site agree that the owner of the site or authors of pages and articles are indemnified against legal liability&lt;/span&gt;&lt;/small&gt;&amp;nbsp;&lt;/p&gt;
&lt;hr class=&quot;wiki&quot; /&gt;&lt;p&gt;&lt;a href=&quot;/PECS-and-visual-supports?mode=print&quot;&gt;&lt;strong&gt;Printable version&lt;/strong&gt;&lt;/a&gt;&lt;/p&gt;
&lt;hr class=&quot;wiki&quot; /&gt;&lt;p&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Please choose an augmentative system based on learner characteristics and in consultation with trained consultants and professionals.&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;&lt;span style=&quot;color:#ff0000;&quot;&gt;&lt;strong&gt;A prefacing note to a common confusion&lt;/strong&gt;&lt;/span&gt; - it may be noted that &lt;/span&gt;&lt;a href=&quot;/PECS-and-visual-supports#PECSPictureExchangeCommunicationSystem&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;PECS, aka, the Picture Exchange Communication System&lt;/span&gt;&lt;/a&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;, is in a different section from the &lt;/span&gt;&lt;a href=&quot;/PECS-and-visual-supports#VisualSupports&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Visual Supports&lt;/span&gt;&lt;/a&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;. The main reason for this is to highlight that even though both may rely on &lt;em&gt;pictures&lt;/em&gt;, PECS vs. visual supports, such as visual schedules and related are NOT the same thing.&amp;nbsp;&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;PECS is an augmentative and alternative communication (AAC) system intended for functional communication - and especially in the beginning to develop independent spontaneous manding.&amp;nbsp;&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Visual Supports are used to provide additional prompting or supports for cuing a behavior, organizing a behavior chain or routine, as part of an activity schedule or similar.&amp;nbsp;&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;For example, a sequential pictoral mini schedule for handwashing would not be &quot;PECS&quot;. Confusions or speaking at cross-purposes can sometimes arise by overgeneralized use of the term &quot;PECS&quot;, when what is meant is a visual schedule, or a choice board, or job chart, etc. The information below further clarifies the distinctions.&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;table style=&quot;background:transparent;border:none;margin:0;padding:0&quot;&gt;&lt;tr style=&quot;background:transparent;border:none;margin:0;padding&quot;&gt;&lt;td style=&quot;background:transparent;border:none;margin:0;padding&quot;&gt;&lt;div class=&quot;toc&quot;&gt;&lt;ol type=&quot;1&quot;&gt;&lt;li&gt;&lt;a href=&quot;#PECSPictureExchangeCommunicationSystem&quot;&gt;PECS (Picture Exchange Communication System)&lt;/a&gt;&lt;ol type=&quot;a&quot;&gt;&lt;li&gt;&lt;a href=&quot;#PECSnbspWebsite&quot;&gt;PECS&amp;nbsp;Website&lt;/a&gt;&lt;/li&gt;&lt;li&gt;&lt;a href=&quot;#15nbspIsnbspPECSnbspcompatiblenbspwithnbspSkinnersnbspanalysisnbspofnbspVerbalnbspBehaviornbsp&quot;&gt;1.5.&amp;nbsp;Is&amp;nbsp;PECS&amp;nbsp;compatible&amp;nbsp;with&amp;nbsp;Skinner's&amp;nbsp;analysis&amp;nbsp;of&amp;nbsp;Verbal&amp;nbsp;Behavior?&amp;nbsp;&lt;/a&gt;&lt;/li&gt;&lt;li&gt;&lt;a href=&quot;#WhatisPECS&quot;&gt;&quot;What is PECS?&lt;/a&gt;&lt;/li&gt;&lt;li&gt;&lt;a href=&quot;#PECSPhasesIVIandShortcutNotes&quot;&gt;PECS Phases (I-VI)and Shortcut Notes&lt;/a&gt;&lt;ol type=&quot;i&quot;&gt;&lt;li&gt;&lt;a href=&quot;#PhaseISingleexchangepictureforitem&quot;&gt;Phase I Single exchange picture for item&lt;/a&gt;&lt;/li&gt;&lt;li&gt;&lt;a href=&quot;#PhaseIISeekoutcommunicativepartner&quot;&gt;Phase II Seek out communicative partner&lt;/a&gt;&lt;/li&gt;&lt;li&gt;&lt;a href=&quot;#PhaseIIIAdddiscrimination&quot;&gt;Phase III Add discrimination&lt;/a&gt;&lt;/li&gt;&lt;li&gt;&lt;a href=&quot;#PhaseIVRequestingusingIwant&quot;&gt;Phase IV Requesting using &quot;I want&lt;/a&gt;&lt;/li&gt;&lt;li&gt;&lt;a href=&quot;#PhaseVRespondtoWhatdoyouwant&quot;&gt;Phase V Respond to &quot;What do you want?&lt;/a&gt;&lt;/li&gt;&lt;li&gt;&lt;a href=&quot;#PhaseVICommentinganduseofattributesinrequests&quot;&gt;Phase VI Commenting and use of attributes in requests&lt;/a&gt;&lt;/li&gt;&lt;/ol&gt;&lt;li&gt;&lt;a href=&quot;#MoreonPECS&quot;&gt;More on PECS&lt;/a&gt;&lt;ol type=&quot;i&quot;&gt;&lt;li&gt;&lt;a href=&quot;#PECSnbsponlinenbsptutorial&quot;&gt;PECS&amp;nbsp;online&amp;nbsp;tutorial&lt;/a&gt;&lt;/li&gt;&lt;li&gt;&lt;a href=&quot;#FitzgeraldnbspcolornbspsystemnbsptonbspsystemizenbspPECS&quot;&gt;Fitzgerald&amp;nbsp;color&amp;nbsp;system&amp;nbsp;to&amp;nbsp;systemize&amp;nbsp;PECS&lt;/a&gt;&lt;/li&gt;&lt;li&gt;&lt;a href=&quot;#SamplePECSIEPobjectives&quot;&gt;Sample PECS IEP objectives&lt;/a&gt;&lt;/li&gt;&lt;li&gt;&lt;a href=&quot;#WheretopurchaseaPECSmanualandproducts&quot;&gt;Where to purchase a PECS manual and products&lt;/a&gt;&lt;/li&gt;&lt;li&gt;&lt;a href=&quot;#Freeampcommercialsourcesoficonsandpictures&quot;&gt;Free &amp;amp; commercial sources of icons and pictures&lt;/a&gt;&lt;/li&gt;&lt;/ol&gt;&lt;li&gt;&lt;a href=&quot;#ResearchPictureExchangeCommunicationSystemswithChildrenwithautism&quot;&gt;Research Picture Exchange Communication Systems with Children with autism.&lt;/a&gt;&lt;/li&gt;&lt;/ol&gt;&lt;li&gt;&lt;a href=&quot;#VisualSupports&quot;&gt;Visual Supports&lt;/a&gt;&lt;ol type=&quot;a&quot;&gt;&lt;li&gt;&lt;a href=&quot;#WherenbspTonbspBeginnbspWithnbspVisualnbspSupports&quot;&gt;Where&amp;nbsp;To&amp;nbsp;Begin&amp;nbsp;With&amp;nbsp;Visual&amp;nbsp;Supports&lt;/a&gt;&lt;/li&gt;&lt;li&gt;&lt;a href=&quot;#VisualnbspSchedulesnbspandnbspChoicenbspBoardsnbspAvoidnbspMisinterpretationnbspofnbsptheirnbspPrimarynbspFunctions&quot;&gt;Visual&amp;nbsp;Schedules&amp;nbsp;and&amp;nbsp;Choice&amp;nbsp;Boards:&amp;nbsp;Avoid&amp;nbsp;Misinterpretation&amp;nbsp;of&amp;nbsp;their&amp;nbsp;Primary&amp;nbsp;Functions&lt;/a&gt;&lt;/li&gt;&lt;li&gt;&lt;a href=&quot;#NEW3/4/10TipsandIdeasforMakingVisualstoSupportYoungChildren&quot;&gt;**NEW** 3/4/10 - Tips and Ideas for Making Visuals to Support Young Children&lt;/a&gt;&lt;/li&gt;&lt;li&gt;&lt;a href=&quot;#VisualSchedules&quot;&gt;Visual Schedules&lt;/a&gt;&lt;/li&gt;&lt;li&gt;&lt;a href=&quot;#ChoiceBoards&quot;&gt;Choice Boards&lt;/a&gt;&lt;/li&gt;&lt;li&gt;&lt;a href=&quot;#Othervisualsupportsandorganizers&quot;&gt;Other visual supports and organizers&lt;/a&gt;&lt;/li&gt;&lt;li&gt;&lt;a href=&quot;#Booksandmanuals&quot;&gt;Books and manuals&lt;/a&gt;&lt;/li&gt;&lt;li&gt;&lt;a href=&quot;#References&quot;&gt;References&lt;/a&gt;&lt;/li&gt;&lt;/ol&gt;&lt;/li&gt;&lt;/ol&gt;&lt;/li&gt;&lt;/div&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/table&gt;&lt;br clear=&quot;left&quot; /&gt;&lt;/p&gt;
&lt;h1&gt;&lt;a class=&quot;pbTOC&quot; name=&quot;PECSPictureExchangeCommunicationSystem&quot;&gt;&lt;/a&gt;PECS (Picture Exchange Communication System)&lt;/h1&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;img src=&quot;http://verbalbehavior.pbworks.com/f/PECSaccessories.jpg&quot; alt=&quot;&quot; hspace=&quot;20&quot; align=&quot;left&quot; /&gt;&lt;/p&gt;
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&lt;h2&gt;&lt;a class=&quot;pbTOC&quot; name=&quot;PECSnbspWebsite&quot;&gt;&lt;/a&gt;&lt;a href=&quot;http://www.pecsproducts.com/catalog/&quot; target=&quot;_blank&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;PECS&amp;nbsp;Website&lt;/span&gt;&lt;/a&gt;&lt;/h2&gt;
&lt;p&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Pyramid Educational consultants website&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Includes interview with Andrew Bondy and Lori Frost.&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;h2&gt;&lt;a class=&quot;pbTOC&quot; name=&quot;15nbspIsnbspPECSnbspcompatiblenbspwithnbspSkinnersnbspanalysisnbspofnbspVerbalnbspBehaviornbsp&quot;&gt;&lt;/a&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;1.5.&amp;nbsp;Is&amp;nbsp;PECS&amp;nbsp;compatible&amp;nbsp;with&amp;nbsp;Skinner's&amp;nbsp;analysis&amp;nbsp;of&amp;nbsp;Verbal&amp;nbsp;Behavior?&amp;nbsp;&lt;/span&gt;&lt;/h2&gt;
&lt;p&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Yes. PECS was developed with Skinner's analysis of the functional aspects of language incorporated into each Phase and transitions between the Phases. From Skinner's perspective, any modality (speech, sign, pictures, VOCAs, etc) are equally valid approaches to developing verbal behavior. For an in depth description of the relationship between PECS and Verbal Behavior, please read Chapter 15 in the &lt;em&gt;PECS Training Manual: 2nd Edition&lt;/em&gt;.&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Also under the &quot;&lt;/span&gt;&lt;a href=&quot;http://www.pecsusa.com/faqs.php#workshop&quot; target=&quot;_blank&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;PECS Workshop FAQs&lt;/span&gt;&lt;/a&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;&quot;, the question&lt;/span&gt;&lt;/p&gt;
&lt;p style=&quot;margin-left:40px;&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;&lt;em&gt;&quot;I've heard a lot of people talking about Verbal Behavior lately. I'd like to learn more about this topic and communication training in general.&quot;&lt;/em&gt;&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;is answered similarly.&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;A more professional-oriented presentation is,&lt;/span&gt;&lt;/p&gt;
&lt;p style=&quot;margin-left:40px;&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Bondy, A., Tincani, M., &amp;amp; Frost, L. (2004). &lt;strong&gt;&lt;a href=&quot;http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2755401/&quot; target=&quot;_blank&quot;&gt;Multiply controlled verbal operants: An analysis and extension to the picture exchange communication system&lt;/a&gt;&lt;/strong&gt;. &lt;em&gt;The Behavior Analyst, 27&lt;/em&gt;(2), 247-261.&lt;/span&gt;&lt;/p&gt;
&lt;p style=&quot;margin-left:80px;&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;ABSTRACT:&amp;nbsp; This paper presents Skinner's (1957) analysis of verbal behavior as a framework for understanding language acquisition in children with autism. We describe Skinner's analysis of pure and impure verbal operants and illustrate how this analysis may be applied to the design of communication training programs. The picture exchange communication system (PECS) is a training program influenced by Skinner's framework. We describe the training sequence associated with PECS and illustrate how this sequence may establish multiply controlled verbal behavior in children with autism. We conclude with an examination of how Skinner's framework may apply to other communication modalities and training strategies.&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;a href=&quot;#&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Top&lt;/span&gt;&lt;/a&gt;&lt;/p&gt;
&lt;hr class=&quot;wiki&quot; /&gt;&lt;h2&gt;&lt;a class=&quot;pbTOC&quot; name=&quot;WhatisPECS&quot;&gt;&lt;/a&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;&quot;What is PECS?&lt;/span&gt;&lt;/h2&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;&lt;strong&gt;Picture Exchange Communication System&lt;/strong&gt;&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Developed by: Andrew S. Bondy, Ph.D. &amp;amp; Lori Frost, M.S., CCC/SLP&lt;/span&gt;&lt;/p&gt;
&lt;p style=&quot;margin-left:40px;&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;The &lt;/span&gt;&lt;a href=&quot;http://www.pecsproducts.com/catalog/&quot; target=&quot;_blank&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;&lt;strong&gt;Picture&amp;nbsp;Exchange&amp;nbsp;Communication&amp;nbsp;System&amp;nbsp;(PECS)&lt;/strong&gt;&lt;/span&gt;&lt;/a&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt; was developed in 1985 as a unique augmentative/ alternative training package that teaches children and adults with autism and other communication deficits to initiate communication. First used at the Delaware Autistic Program, PECS has received worldwide recognition for focusing on the initiation component of communication. PECS does not require complex or expensive materials. It was created with educators, resident care providers and families in mind, and so it is readily used in a variety of settings.&lt;/span&gt;&lt;/p&gt;
&lt;p style=&quot;margin-left:40px;&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;PECS begins with teaching a student to exchange a picture of a desired item with a &ldquo;teacher&rdquo;, who immediately honors the request. The training protocol is based on B.F. Skinner&rsquo;s book, &lt;em&gt;Verbal Behavior&lt;/em&gt; so that functional verbal operants are systematically taught using prompting and reinforcement strategies that will lead to independent communication. Verbal prompts are not used, thus building immediate initiation and avoiding prompt dependency. The system goes on to teach discrimination of symbols and then how to put them all together in simple sentences. In the most advanced Phases, individuals are taught to comment and answer direct questions. Many preschoolers using PECS also begin developing speech...&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;h2&gt;&lt;a class=&quot;pbTOC&quot; name=&quot;PECSPhasesIVIandShortcutNotes&quot;&gt;&lt;/a&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;PECS Phases (I-VI)and Shortcut Notes&lt;/span&gt;&lt;/h2&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;h3&gt;&lt;a class=&quot;pbTOC&quot; name=&quot;PhaseISingleexchangepictureforitem&quot;&gt;&lt;/a&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Phase I Single exchange picture for item&lt;/span&gt;&lt;/h3&gt;
&lt;p style=&quot;margin-left:40px;&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Teaches students to initiate communication right from the start by exchanging a single picture for a highly desired item.&lt;/span&gt;&lt;/p&gt;
&lt;p style=&quot;margin-left:40px;&quot;&gt;&lt;a href=&quot;http://www.bbbautism.com/pecs_shorthand_intro.htm#physical_exchange&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;See&amp;nbsp;also&amp;nbsp;Shorthand&amp;nbsp;notes&amp;nbsp;Phase&amp;nbsp;I&lt;/span&gt;&lt;/a&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;h3&gt;&lt;a class=&quot;pbTOC&quot; name=&quot;PhaseIISeekoutcommunicativepartner&quot;&gt;&lt;/a&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Phase II Seek out communicative partner&lt;/span&gt;&lt;/h3&gt;
&lt;p style=&quot;margin-left:40px;&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Teaches students to be persistent communicators- to actively seek out their pictures and to travel to someone to make a request.&lt;/span&gt;&lt;/p&gt;
&lt;p style=&quot;margin-left:40px;&quot;&gt;&lt;a href=&quot;http://www.bbbautism.com/pecs_expanding_spont.htm&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Shorthand&amp;nbsp;notes&amp;nbsp;Phase&amp;nbsp;II&lt;/span&gt;&lt;/a&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;h3&gt;&lt;a class=&quot;pbTOC&quot; name=&quot;PhaseIIIAdddiscrimination&quot;&gt;&lt;/a&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Phase III Add discrimination&lt;/span&gt;&lt;/h3&gt;
&lt;p style=&quot;margin-left:40px;&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Teaches students to discriminate pictures and to select the picture that represents the item they want.&lt;/span&gt;&lt;/p&gt;
&lt;p style=&quot;margin-left:40px;&quot;&gt;&lt;a href=&quot;http://www.bbbautism.com/pecs_picture_discrimination.htm&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Shorthand&amp;nbsp;notes&amp;nbsp;Phase&amp;nbsp;III&lt;/span&gt;&lt;/a&gt;&lt;/p&gt;
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&lt;h3&gt;&lt;a class=&quot;pbTOC&quot; name=&quot;PhaseIVRequestingusingIwant&quot;&gt;&lt;/a&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Phase IV Requesting using &quot;I want&lt;/span&gt;&lt;/h3&gt;
&lt;p style=&quot;margin-left:40px;&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Teaches students to use sentence structure to make a request in the form of &ldquo;I want _____.&rdquo;&lt;/span&gt;&lt;/p&gt;
&lt;p style=&quot;margin-left:40px;&quot;&gt;&lt;a href=&quot;http://www.bbbautism.com/pecs_sentence_structure.htm&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Shorthand&amp;nbsp;notes&amp;nbsp;Phase&amp;nbsp;IV&lt;/span&gt;&lt;/a&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;h3&gt;&lt;a class=&quot;pbTOC&quot; name=&quot;PhaseVRespondtoWhatdoyouwant&quot;&gt;&lt;/a&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Phase V Respond to &quot;What do you want?&lt;/span&gt;&lt;/h3&gt;
&lt;p style=&quot;margin-left:40px;&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Teaches students to respond to the question &ldquo;What do you want?&rdquo;&lt;/span&gt;&lt;/p&gt;
&lt;p style=&quot;margin-left:40px;&quot;&gt;&lt;a href=&quot;http://www.bbbautism.com/pecs_what_do_you_want.htm&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Shorthand&amp;nbsp;notes&amp;nbsp;Phase&amp;nbsp;V&lt;/span&gt;&lt;/a&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;h3&gt;&lt;a class=&quot;pbTOC&quot; name=&quot;PhaseVICommentinganduseofattributesinrequests&quot;&gt;&lt;/a&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Phase VI Commenting and use of attributes in requests&lt;/span&gt;&lt;/h3&gt;
&lt;p style=&quot;margin-left:40px;&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Teaches students to comment about things in their environment both spontaneously and in response to a question.&lt;/span&gt;&lt;/p&gt;
&lt;p style=&quot;margin-left:40px;&quot;&gt;&lt;a href=&quot;http://www.bbbautism.com/pecs_responsive_etc.htm&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Shorthand&amp;nbsp;notes&amp;nbsp;Phase&amp;nbsp;VI&lt;/span&gt;&lt;/a&gt;&lt;/p&gt;
&lt;p style=&quot;margin-left:40px;&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Expanding Vocabulary&lt;/span&gt;&lt;/p&gt;
&lt;p style=&quot;margin-left:40px;&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Teaches students to use attributes such as colors, shapes and sizes within their requests.&quot;&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;a href=&quot;http://www.pecs.com/WhatsPECS.htm&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;&lt;strong&gt;Full&amp;nbsp;Article&amp;nbsp;from&amp;nbsp;Pyramid&amp;nbsp;Associates&lt;/strong&gt;&lt;/span&gt;&lt;/a&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;a href=&quot;#&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Top&lt;/span&gt;&lt;/a&gt;&lt;/p&gt;
&lt;hr class=&quot;wiki&quot; /&gt;&lt;h2&gt;&lt;a class=&quot;pbTOC&quot; name=&quot;MoreonPECS&quot;&gt;&lt;/a&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;More on PECS&lt;/span&gt;&lt;/h2&gt;
&lt;h3&gt;&lt;a class=&quot;pbTOC&quot; name=&quot;PECSnbsponlinenbsptutorial&quot;&gt;&lt;/a&gt;&lt;a href=&quot;http://www.autismnetwork.org/modules//comm/pecs/index.html&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;PECS&amp;nbsp;online&amp;nbsp;tutorial&lt;/span&gt;&lt;/a&gt;&lt;/h3&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;a href=&quot;#&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Top&lt;/span&gt;&lt;/a&gt;&lt;/p&gt;
&lt;hr class=&quot;wiki&quot; /&gt;&lt;h3&gt;&lt;a class=&quot;pbTOC&quot; name=&quot;FitzgeraldnbspcolornbspsystemnbsptonbspsystemizenbspPECS&quot;&gt;&lt;/a&gt;&lt;a href=&quot;http://www.bbbautism.com/pecs_fitzgerald_key.htm&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;&lt;strong&gt;Fitzgerald&amp;nbsp;color&amp;nbsp;system&amp;nbsp;to&amp;nbsp;systemize&amp;nbsp;PECS&lt;/strong&gt;&lt;/span&gt;&lt;/a&gt;&lt;/h3&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;a href=&quot;#&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Top&lt;/span&gt;&lt;/a&gt;&lt;/p&gt;
&lt;hr class=&quot;wiki&quot; /&gt;&lt;h3&gt;&lt;a class=&quot;pbTOC&quot; name=&quot;SamplePECSIEPobjectives&quot;&gt;&lt;/a&gt;&lt;a href=&quot;http://www.pecsaustralia.com/Brochures/Objectives/IEP%20Objectives%202002.pdf&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Sample PECS IEP objectives&lt;/span&gt;&lt;/a&gt;&lt;/h3&gt;
&lt;p&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;This should be modified accordingly for a particular student's goals and current skill level.&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;a href=&quot;#&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Top&lt;/span&gt;&lt;/a&gt;&lt;/p&gt;
&lt;hr class=&quot;wiki&quot; /&gt;&lt;h3&gt;&lt;a class=&quot;pbTOC&quot; name=&quot;WheretopurchaseaPECSmanualandproducts&quot;&gt;&lt;/a&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Where to purchase a PECS manual and products&lt;/span&gt;&lt;/h3&gt;
&lt;p&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;&lt;img src=&quot;http://verbalbehavior.pbworks.com/f/PECS%20manual.jpg&quot; alt=&quot;&quot; hspace=&quot;20&quot; width=&quot;52&quot; height=&quot;77&quot; align=&quot;left&quot; /&gt;&lt;strong&gt;$&lt;/strong&gt; &lt;/span&gt;&lt;a href=&quot;http://www.pyramidproducts.com/catalog/product_info.php?cPath=23&amp;amp;products_id=28&amp;amp;osCsid=f2357195165c9bacc192d676414274e5&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;&lt;strong&gt;The&amp;nbsp;Picture&amp;nbsp;Exchange&amp;nbsp;Communication&amp;nbsp;System&amp;nbsp;Training&amp;nbsp;Manual&lt;/strong&gt;&lt;/span&gt;&lt;/a&gt;&lt;/p&gt;
&lt;p style=&quot;margin-left:40px;&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;2nd Edition by Lori Frost, M.S., CCC/SLP and Andy Bondy, Ph.D., 2002, 396 pages. also at &lt;/span&gt;&lt;a href=&quot;http://www.difflearn.com/prodinfo.asp?number=DRB+056&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Different&amp;nbsp;Roads&amp;nbsp;to&amp;nbsp;Learning&lt;/span&gt;&lt;/a&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;a href=&quot;#&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Top&lt;/span&gt;&lt;/a&gt;&lt;/p&gt;
&lt;hr class=&quot;wiki&quot; /&gt;&lt;h3&gt;&lt;a class=&quot;pbTOC&quot; name=&quot;Freeampcommercialsourcesoficonsandpictures&quot;&gt;&lt;/a&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Free &amp;amp; commercial sources of icons and pictures&lt;/span&gt;&lt;/h3&gt;
&lt;div class=&quot;breakout&quot;&gt;
&lt;p&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;See also &lt;/span&gt;&lt;a href=&quot;http://verbalbehavior.pbwiki.com/Curricula-and-Tools#Onlinephotodownloads&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;&lt;strong&gt;ONLINE&amp;nbsp;PHOTO&amp;nbsp;DOWNLOADS&lt;/strong&gt;&lt;/span&gt;&lt;/a&gt;&lt;/p&gt;
&lt;/div&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;FREE &lt;/span&gt;&lt;a href=&quot;http://trainland.tripod.com/pecs.htm&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;&lt;strong&gt;Beyond&amp;nbsp;Autism&amp;nbsp;Pecs&amp;nbsp;Pictures/Icons&amp;nbsp;Pages&lt;/strong&gt;&lt;/span&gt;&lt;/a&gt;&lt;/p&gt;
&lt;p style=&quot;margin-left:40px;&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;More info and DOZENS of icon pictures and photos of common items (see bottom of the page).&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;FREE &lt;/span&gt;&lt;a href=&quot;http://setbc.org/pictureset/Default.aspx&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;&lt;strong&gt;pictureSET&amp;nbsp;Database&lt;/strong&gt;&lt;/span&gt;&lt;/a&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;FREE &lt;/span&gt;&lt;a href=&quot;http://www.childrenshospital.org/clinicalservices/Site1850/Images/symbols.jpg&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;&lt;strong&gt;Medical&amp;nbsp;sysmbol&amp;nbsp;sets&lt;/strong&gt;&lt;/span&gt;&lt;/a&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;span style=&quot;text-decoration:line-through;color:#c0c0c0;font-family:Verdana;&quot;&gt;FREE &lt;strong&gt;Printable&amp;nbsp;Boardmaker&amp;nbsp;Templates&amp;nbsp;and&lt;/strong&gt;&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&lt;span style=&quot;text-decoration:line-through;color:#c0c0c0;font-family:Verdana;&quot;&gt;&lt;strong&gt;Writing&amp;nbsp;with&amp;nbsp;Symbols&amp;nbsp;Activities&amp;nbsp;From&amp;nbsp;a&amp;nbsp;Classroom&lt;/strong&gt;&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&lt;span style=&quot;text-decoration:line-through;color:#c0c0c0;font-family:Verdana;&quot;&gt;Cindy's autistic support&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&lt;span style=&quot;text-decoration:line-through;color:#c0c0c0;font-family:Verdana;&quot;&gt;These were made using Boardmaker Version 5.0.10, then converted to PDF files.&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;$ &lt;strong&gt;&lt;a href=&quot;http://www.pecsproducts.com/catalog/&quot; target=&quot;_blank&quot;&gt;Pyramid&amp;nbsp;Educational&amp;nbsp;Products,&amp;nbsp;Inc&lt;/a&gt;.&lt;/strong&gt;&lt;/span&gt;&lt;/p&gt;
&lt;p style=&quot;margin-left:40px;&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;The PECS website&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;$ &lt;/span&gt;&lt;a href=&quot;http://silverliningmm.com/&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;&lt;strong&gt;Picture&amp;nbsp;This&amp;nbsp;&amp;amp;&amp;nbsp;Visual&amp;nbsp;Essentials&lt;/strong&gt;&lt;/span&gt;&lt;/a&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;$ &lt;/span&gt;&lt;a href=&quot;http://www.aba-materials.com/&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;&lt;strong&gt;Therapy&amp;nbsp;Resources&lt;/strong&gt;&lt;/span&gt;&lt;/a&gt;&lt;/p&gt;
&lt;p style=&quot;margin-left:40px;&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Parent-run company whose products include Flash! Pro2 CD-ROM with 10,000 printable common flashcard images.&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;$ and FREE &lt;/span&gt;&lt;a href=&quot;http://www.toypecs.com/&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;&lt;strong&gt;Toy Pecs&lt;/strong&gt;&lt;/span&gt;&lt;/a&gt;&lt;/p&gt;
&lt;p style=&quot;margin-left:40px;&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Parent business of downloadable zip files of PECS icons for toys, groceries, and DVDs (DVD icons are free for now).&amp;nbsp;&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;a href=&quot;#&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Top&lt;/span&gt;&lt;/a&gt;&lt;/p&gt;
&lt;hr class=&quot;wiki&quot; /&gt;&lt;h2&gt;&lt;a class=&quot;pbTOC&quot; name=&quot;ResearchPictureExchangeCommunicationSystemswithChildrenwithautism&quot;&gt;&lt;/a&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Research Picture Exchange Communication Systems with Children with autism.&lt;/span&gt;&lt;/h2&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Charlop-Christy, M., Carpenter, M., Le, L., LeBlanc, L..A., &amp;amp; Kellet, K. (2002). &lt;/span&gt;&lt;a href=&quot;http://seab.envmed.rochester.edu/jaba/articles/2002/jaba-35-03-0213.pdf&quot; target=&quot;_blank&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;&lt;strong&gt;Using&amp;nbsp;the&amp;nbsp;Picture&amp;nbsp;Exchange&amp;nbsp;Communication&amp;nbsp;System&amp;nbsp;(PECS)&amp;nbsp;with&amp;nbsp;children&amp;nbsp;with&amp;nbsp;autism:&amp;nbsp;Assessment&amp;nbsp;of&amp;nbsp;PECS&amp;nbsp;acquisition,&amp;nbsp;speech,&amp;nbsp;social-communicative&amp;nbsp;behavior,&amp;nbsp;and&amp;nbsp;problem&amp;nbsp;behavior&lt;/strong&gt;&lt;/span&gt;&lt;/a&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;. &lt;em&gt;Journal of Applied Behavior Analysis, 35&lt;/em&gt;(3), 213-231.&lt;/span&gt;&lt;/p&gt;
&lt;p style=&quot;margin-left:40px;&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;ABSTRACT&lt;small&gt;The picture exchange communication system (PECS) is an augmentative communication&lt;/small&gt; &lt;small&gt;system frequently used with children with autism (Bondy &amp;amp; Frost, 1994; Siegel, 2000;&amp;nbsp;&lt;/small&gt; &lt;small&gt;Yamall, 2000). Despite its common clinical use, no well-controlled empirical investiga&lt;/small&gt;&lt;small&gt;tions have been conducted to test the effectiveness of PECS. Using a multiple baseline&lt;/small&gt; &lt;small&gt;design, the present study examined the acquisition of PECS with 3 children with autism.&lt;/small&gt;&lt;/span&gt;&lt;/p&gt;
&lt;p style=&quot;margin-left:40px;&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;&lt;small&gt;In addition, the study examined the effects of PECS training on the emergence of speech&amp;nbsp;&lt;/small&gt;&lt;small&gt;in play and academic settings. Ancillary measures of social-communicative behaviors and&lt;/small&gt; &lt;small&gt;problem behaviors were recorded.&lt;/small&gt;&lt;/span&gt;&lt;/p&gt;
&lt;p style=&quot;margin-left:40px;&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;&lt;strong&gt;&lt;small&gt;Results indicated that all 3 children met the learning&amp;nbsp;&lt;/small&gt; &lt;small&gt;criterion for PECS and showed concomitant increases in verbal speech. Ancillary gains&amp;nbsp;&lt;/small&gt; &lt;small&gt;were associated with increases in social-communicative behaviors and decreases in prob&lt;/small&gt;&lt;small&gt;lem behaviors. The results are discussed in terms of the provision of empirical support&lt;/small&gt; &lt;small&gt;for PECS as well as the concomitant positive side effects of its use.&lt;/small&gt;&lt;/strong&gt;&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Ganz, J.B., &amp;amp; Simpson, R.L. (2004). &lt;strong&gt;&lt;a href=&quot;http://depts.washington.edu/pdacent/Publications/Simpson/Simpson4.pdf&quot;&gt;Effects&amp;nbsp;on&amp;nbsp;communicative&amp;nbsp;requesting&amp;nbsp;and&amp;nbsp;speech&amp;nbsp;development&amp;nbsp;of&amp;nbsp;the&amp;nbsp;Picture&amp;nbsp;Exchange&amp;nbsp;Communication&amp;nbsp;System&amp;nbsp;in&amp;nbsp;children&amp;nbsp;with&amp;nbsp;characteristics&amp;nbsp;of&amp;nbsp;autism&lt;/a&gt;. &lt;/strong&gt;&lt;em&gt;Journal of Autism and Developmental Disorders, 34&lt;/em&gt;, 395-409.&lt;/span&gt;&lt;/p&gt;
&lt;p style=&quot;margin-left:40px;&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;ABSTRACT &lt;small&gt;Few studies on augmentative and alternative communication (AAC) systems have addressed the potential for such systems to impact word utterances in children with autism spectrum disorders (ASD). The Picture Exchange Communication System (PECS) is an AAC system designed specifically to minimize difficulties with communication skills experienced by individuals with ASD. The current study examined the role of PECS in improving the number of words spoken, increasing the complexity and length of phrases, and decreasing the non-word vocalizations of three young children with ASD and developmental delays (DD) with related characteristics. Participants were taught Phases 1&ndash;4 of PECS (i.e., picture exchange, increased distance, picture discrimination, and sentence construction).&lt;/small&gt;&lt;/span&gt;&lt;/p&gt;
&lt;p style=&quot;margin-left:40px;&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;&lt;strong&gt;&lt;small&gt;The results indicated that PECS was mastered rapidly by the participants and word utterances increased in number of words and complexity of grammar.&lt;/small&gt;&lt;/strong&gt;&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Tincani, M. (2004). &lt;/span&gt;&lt;a href=&quot;http://foa.sagepub.com/cgi/content/refs/19/3/152&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Comparing&amp;nbsp;the&amp;nbsp;Picture&amp;nbsp;Exchange&amp;nbsp;Communication&amp;nbsp;System&amp;nbsp;and&amp;nbsp;sign&amp;nbsp;language&amp;nbsp;training&amp;nbsp;for&amp;nbsp;children&amp;nbsp;with&amp;nbsp;autism&lt;/span&gt;&lt;/a&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;. &lt;em&gt;Focus on Autism and Other Developmental Disabilities, 19&lt;/em&gt;, 154-163. DOI:  10.1177/10883576040190030301&lt;/span&gt;&lt;/p&gt;
&lt;p style=&quot;margin-left:40px;&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;ABSTRACT:&lt;small&gt;This study compared the effects of Picture Exchange Communication System (PECS) and sign language training on the acquisition of mands (requests for preferred items) of students with autism. The study also examined the differential effects of each modality on students' acquisition of vocal behavior. Participants were two elementary school students with autism enrolled in a suburban public school. Training sessions involved presentations of preferred items, prompting and prompt fading procedures. Probes were conducted to evaluate the generalization of learned mands to classroom teachers. For one participant, sign language training produced a higher percentage of independent mands. PECS training produced a higher percentage of independent mands for the other participant. For both participants, sign language training produced a higher percentage of vocalizations during training. Mands learned with the experimenter generalized to classroom teachers.&lt;/small&gt;&lt;/span&gt;&lt;/p&gt;
&lt;p style=&quot;margin-left:40px;&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;&lt;strong&gt;&lt;small&gt;The results of the study suggest that acquisition of picture exchange and sign language may vary as a function of individual student characteristics, specifically, motor imitation skills prior to intervention. However, further research is needed to determine the optimal procedures for teaching both modalities to students with communication difficulties.&lt;/small&gt;&lt;/strong&gt;&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Tincani, M. , Crozier, S., Alazett, S.(2006). &lt;/span&gt;&lt;a href=&quot;http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&amp;amp;_&amp;amp;ERICExtSearch_SearchValue_0=EJ754204&amp;amp;ERICExtSearch_SearchType_0=no&amp;amp;accno=EJ754204&quot; target=&quot;_blank&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;The Picture Exchange Communication System: Effects on manding and speech development for school-aged children with autism&lt;/span&gt;&lt;/a&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;. &lt;em&gt;Education &amp;amp; Training in Developmental Disabilities, 41&lt;/em&gt;, 177-184.&amp;nbsp;&lt;/span&gt;&lt;/p&gt;
&lt;p style=&quot;margin-left:40px;&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;&lt;small&gt;ABSTRACT:We examined the effects of the Picture Exchange Communication System (PECS; Frost &amp;amp; Bondy, 2002) on the manding (requesting) and speech development of school-aged children with autism. In study 1, two participants, Damian and Bob, were taught PECS within a delayed multiple baseline design. Both participants demonstrated increased levels of manding after implementation of PECS. Only Damian demonstrated any measurable speech during study 1. His speech development occurred primarily during phase IV of PECS. Because of the correlation between Phase IV and increased speech for Damian, study 2 was conducted to establish a functional relationship between phase IV procedures and speech development for an additional participant. Carl received phase IV training procedures in two conditions, administered in an ABAB design. In condition A, no reinforcement was provided for vocalization; in condition B, reinforcement was provided for vocalization after a delay of 3- to 5-s. The vocal reinforcement procedures in phase B differentially increased Carl's level of speech. Results are discussed in terms of research on augmentative and alternative communication and speech development for children with autism.&lt;/small&gt;&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;a href=&quot;#&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Top&lt;/span&gt;&lt;/a&gt;&lt;/p&gt;
&lt;hr class=&quot;wiki&quot; /&gt;&lt;h1&gt;&lt;a class=&quot;pbTOC&quot; name=&quot;VisualSupports&quot;&gt;&lt;/a&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Visual Supports&lt;/span&gt;&lt;/h1&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;h2&gt;&lt;a class=&quot;pbTOC&quot; name=&quot;WherenbspTonbspBeginnbspWithnbspVisualnbspSupports&quot;&gt;&lt;/a&gt;&lt;a href=&quot;http://web.archive.org/web/20040202225314/www.card.ufl.edu/visual/start.html&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Where&amp;nbsp;To&amp;nbsp;Begin&amp;nbsp;With&amp;nbsp;Visual&amp;nbsp;Supports&lt;/span&gt;&lt;/a&gt;&lt;/h2&gt;
&lt;p&gt;&lt;a href=&quot;http://card.ufl.edu/visual.html&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;&lt;strong&gt;Visual&amp;nbsp;Supports&lt;/strong&gt;&lt;/span&gt;&lt;/a&gt;&lt;/p&gt;
&lt;p&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;&lt;small&gt;CARD, FL&lt;/small&gt;&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;a href=&quot;http://www.setbc.org/projects/vss/&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;&lt;strong&gt;Visual&amp;nbsp;Schedule&amp;nbsp;Systems&lt;/strong&gt;&lt;/span&gt;&lt;/a&gt;&lt;/p&gt;
&lt;h2&gt;&lt;a class=&quot;pbTOC&quot; name=&quot;VisualnbspSchedulesnbspandnbspChoicenbspBoardsnbspAvoidnbspMisinterpretationnbspofnbsptheirnbspPrimarynbspFunctions&quot;&gt;&lt;/a&gt;&lt;a href=&quot;http://www.iidc.indiana.edu/irca/communication/choicebrd.html&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Visual&amp;nbsp;Schedules&amp;nbsp;and&amp;nbsp;Choice&amp;nbsp;Boards:&amp;nbsp;Avoid&amp;nbsp;Misinterpretation&amp;nbsp;of&amp;nbsp;their&amp;nbsp;Primary&amp;nbsp;Functions&lt;/span&gt;&lt;/a&gt;&lt;/h2&gt;
&lt;p&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Describes the rationale of use of both, AND describes how NEITHER are Augmentative/Alternative Communication Systems.&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;h2&gt;&lt;a class=&quot;pbTOC&quot; name=&quot;NEW3/4/10TipsandIdeasforMakingVisualstoSupportYoungChildren&quot;&gt;&lt;/a&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;**NEW** 3/4/10 - &lt;/span&gt;&lt;a href=&quot;http://www.vanderbilt.edu/csefel/modules/module3b/handout2.pdf&quot; target=&quot;_blank&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Tips and Ideas for Making Visuals to Support Young Children&lt;/span&gt;&lt;/a&gt;&lt;/h2&gt;
&lt;p&gt;&lt;span style=&quot;font-size:85%;font-family:Verdana;&quot;&gt;The Center on the Social and Emotional Foundations for Early Learning&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&lt;span style=&quot;font-size:85%;font-family:Verdana;&quot;&gt;Vanderbilt University&lt;/span&gt;&lt;/p&gt;
&lt;ul&gt;&lt;li&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Why Use Visual Strategies&lt;/span&gt;&lt;/li&gt;
&lt;li&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Picture Tips&lt;/span&gt;&lt;/li&gt;
&lt;li&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Choice Charts&lt;/span&gt;&lt;/li&gt;
&lt;li&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;How to Make a Visual Schedule&lt;/span&gt;&lt;/li&gt;
&lt;li&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;How to Make a First/Then Board&lt;/span&gt;&lt;/li&gt;
&lt;li&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Other Creative Ideas for Use of Visual Strategies &lt;/span&gt;&lt;/li&gt;
&lt;ul&gt;&lt;li&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;- Routine Activity Sequences&lt;/span&gt;&lt;/li&gt;
&lt;li&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;- Cue Cards&lt;/span&gt;&lt;/li&gt;
&lt;li&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;- Activity Analysis Using Clip Art&lt;/span&gt;&lt;/li&gt;
&lt;li&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;- Turn-Taking Charts&lt;/span&gt;&lt;/li&gt;
&lt;li&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;- Reminder Chart&lt;/span&gt;&lt;/li&gt;
&lt;li&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;- Stop Signs&lt;/span&gt;&lt;/li&gt;
&lt;li&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;- Feeling Charts&lt;/span&gt;&lt;/li&gt;
&lt;li&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;- Other Possible Ideas&lt;/span&gt;&lt;/li&gt;
&lt;li&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;--Job Charts, Toy/Activity Self Labels, People Locators &lt;/span&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;/li&gt;
&lt;/ul&gt;&lt;/ul&gt;&lt;p&gt;&lt;a href=&quot;#&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Top&lt;/span&gt;&lt;/a&gt;&lt;/p&gt;
&lt;hr class=&quot;wiki&quot; /&gt;&lt;h2&gt;&lt;a class=&quot;pbTOC&quot; name=&quot;VisualSchedules&quot;&gt;&lt;/a&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Visual Schedules&lt;/span&gt;&lt;/h2&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;a href=&quot;http://www.theoatc.org/documents/communication/Visual%20Schedules.pdf&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;&lt;strong&gt;Why&amp;nbsp;Use&amp;nbsp;a&amp;nbsp;Visual&amp;nbsp;Schedule?&lt;/strong&gt;&lt;/span&gt;&lt;/a&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt; (pdf)&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;a href=&quot;http://www.autismnetwork.org/modules/environ/visualschedule/index.html&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;&lt;strong&gt;Visual&amp;nbsp;Schedules&lt;/strong&gt;&lt;/span&gt;&lt;/a&gt;&lt;/p&gt;
&lt;p style=&quot;margin-left:40px;&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;&lt;small&gt;From iCAN &lt;a href=&quot;http://www.autismnetwork.org/index.html&quot;&gt;(Interactive&amp;nbsp;Collaborative&amp;nbsp;Autism&amp;nbsp;Network)&lt;/a&gt;&lt;/small&gt;&lt;/span&gt;&lt;/p&gt;
&lt;p style=&quot;margin-left:40px;&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;&lt;small&gt;DOEs of CT, MN and University of Kansas&lt;/small&gt;&lt;/span&gt;&lt;/p&gt;
&lt;p style=&quot;margin-left:40px;&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Intro, lecture, Quiz, FAQ. Many other modules and info at the &lt;/span&gt;&lt;a href=&quot;http://www.autismnetwork.org/index.html&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;iCAN&amp;nbsp;website&lt;/span&gt;&lt;/a&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;a href=&quot;http://www.sesa.org/Resources/VisualSchedules/index.html&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;&lt;strong&gt;Visual&amp;nbsp;Schedules&amp;nbsp;and&amp;nbsp;Mini-Picture&amp;nbsp;Communication&amp;nbsp;Boards&lt;/strong&gt;&lt;/span&gt;&lt;/a&gt;&lt;/p&gt;
&lt;p style=&quot;margin-left:40px;&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Note: This site is a little difficult to navigate&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;a href=&quot;http://tinyurl.com/2l6fv4&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;&lt;strong&gt;Daily&amp;nbsp;Schedules&lt;/strong&gt;&lt;/span&gt;&lt;/a&gt;&lt;/p&gt;
&lt;p&gt;&lt;a href=&quot;http://tinyurl.com/2qnrv2&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;&lt;strong&gt;Minischedules&lt;/strong&gt;&lt;/span&gt;&lt;/a&gt;&lt;/p&gt;
&lt;p&gt;&lt;a href=&quot;http://tinyurl.com/2jwbwf&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;&lt;strong&gt;Calendars&lt;/strong&gt;&lt;/span&gt;&lt;/a&gt;&lt;/p&gt;
&lt;p&gt;&lt;a href=&quot;http://tinyurl.com/2pvln9&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;&lt;strong&gt;Student&amp;nbsp;schedules&amp;nbsp;examples&lt;/strong&gt;&lt;/span&gt;&lt;/a&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;a href=&quot;#&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Top&lt;/span&gt;&lt;/a&gt;&lt;/p&gt;
&lt;hr class=&quot;wiki&quot; /&gt;&lt;h2&gt;&lt;a class=&quot;pbTOC&quot; name=&quot;ChoiceBoards&quot;&gt;&lt;/a&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Choice Boards&lt;/span&gt;&lt;/h2&gt;
&lt;p&gt;&lt;a href=&quot;http://tinyurl.com/3a6ksc&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;&lt;strong&gt;Choice&amp;nbsp;boards&amp;nbsp;&amp;amp;&amp;nbsp;menus&lt;/strong&gt;&lt;/span&gt;&lt;/a&gt;&lt;/p&gt;
&lt;p&gt;&lt;a href=&quot;http://tinyurl.com/2lafjc&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;&lt;strong&gt;Communicating&amp;nbsp;No&lt;/strong&gt;&lt;/span&gt;&lt;/a&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;a href=&quot;#&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Top&lt;/span&gt;&lt;/a&gt;&lt;/p&gt;
&lt;hr class=&quot;wiki&quot; /&gt;&lt;h2&gt;&lt;a class=&quot;pbTOC&quot; name=&quot;Othervisualsupportsandorganizers&quot;&gt;&lt;/a&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Other visual supports and organizers&lt;/span&gt;&lt;/h2&gt;
&lt;p&gt;&lt;a href=&quot;http://tinyurl.com/2jeffe&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;&lt;strong&gt;People&amp;nbsp;locators&lt;/strong&gt;&lt;/span&gt;&lt;/a&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;a href=&quot;http://www.talklc.com/handout/Outline.html&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;&lt;strong&gt;Visually&amp;nbsp;Cued&amp;nbsp;Instruction&lt;/strong&gt;&lt;/span&gt;&lt;/a&gt;&lt;/p&gt;
&lt;p&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;&lt;small&gt;Nola Marriner, Talk, Learn &amp;amp; Communicate, Inc.&lt;/small&gt;&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;a href=&quot;http://www.seeitsayitwriteit.com/&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;&lt;strong&gt;Graphic&amp;nbsp;organizer/Writing&amp;nbsp;Templates&lt;/strong&gt;&lt;/span&gt;&lt;/a&gt;&lt;/p&gt;
&lt;p&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;&lt;small&gt;&lt;a href=&quot;http://www.seeitsayitwriteit.com/&quot;&gt;From&amp;nbsp;Seeit,&amp;nbsp;Say&amp;nbsp;it,&amp;nbsp;Write&amp;nbsp;it&lt;/a&gt;&lt;/small&gt;&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;a href=&quot;http://www.dotolearn.com/organizationtools/dailyorganizers/index.htm#&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;&lt;strong&gt;Organization&amp;nbsp;charts&lt;/strong&gt;&lt;/span&gt;&lt;/a&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;a href=&quot;#&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Top&lt;/span&gt;&lt;/a&gt;&lt;/p&gt;
&lt;hr class=&quot;wiki&quot; /&gt;&lt;h2&gt;&lt;a class=&quot;pbTOC&quot; name=&quot;Booksandmanuals&quot;&gt;&lt;/a&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Books and manuals&lt;/span&gt;&lt;/h2&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;&lt;img style=&quot;border:0px solid #000000;margin:0px 10px;float:left;&quot; src=&quot;http://verbalbehavior.pbworks.com/f/activity_schedules_for_children_with_autism.jpg&quot; alt=&quot;&quot; hspace=&quot;20&quot; width=&quot;52&quot; height=&quot;77&quot; align=&quot;left&quot; /&gt;&lt;strong&gt;$&lt;/strong&gt; &lt;/span&gt;&lt;a href=&quot;http://www.woodbinehouse.com/main.asp_Q_product_id_E_0-933149-93-X_A_.asp&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;&lt;strong&gt;Activity&amp;nbsp;Schedules&amp;nbsp;for&amp;nbsp;Children&amp;nbsp;with&amp;nbsp;Autism:&amp;nbsp;Teaching&amp;nbsp;Independent&amp;nbsp;Behavior&lt;/strong&gt;&lt;/span&gt;&lt;/a&gt;&lt;/p&gt;
&lt;p&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Woodbine House&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Lynn E. McClannahan, Ph.D., &amp;amp; Patricia J. Krantz, Ph.D.&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;&lt;img style=&quot;border:0px solid #000000;margin:0px 10px;float:left;&quot; src=&quot;http://verbalbehavior.pbworks.com/f/VisualSupportsAutism.jpg&quot; alt=&quot;&quot; hspace=&quot;20&quot; width=&quot;52&quot; height=&quot;77&quot; align=&quot;left&quot; /&gt;&lt;strong&gt;$&lt;/strong&gt; &lt;/span&gt;&lt;a href=&quot;http://www.woodbinehouse.com/excerpt.asp_Q_product_id_E_978-1-890627-47-8&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;&lt;strong&gt;Visual&amp;nbsp;Supports&amp;nbsp;for&amp;nbsp;People&amp;nbsp;with&amp;nbsp;Autism:A&amp;nbsp;Guide&amp;nbsp;for&amp;nbsp;Parents&amp;nbsp;and&amp;nbsp;Professionals&lt;/strong&gt;&lt;/span&gt;&lt;/a&gt;&lt;/p&gt;
&lt;p&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Woodbine House&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Marlene J. Cohen, Ed.D., BCBA, Donna L. Sloan, MA, BCBA&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;&lt;img style=&quot;border:0px solid #000000;margin:0px 10px;float:left;&quot; src=&quot;http://verbalbehavior.pbworks.com/f/Visualstrategies.jpg&quot; alt=&quot;&quot; hspace=&quot;20&quot; width=&quot;52&quot; height=&quot;77&quot; align=&quot;left&quot; /&gt;&lt;strong&gt;$&lt;/strong&gt; &lt;/span&gt;&lt;a href=&quot;http://www.amazon.com/Visual-Strategies-Improving-Communication-Practical/dp/0961678615&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;&lt;strong&gt;Visual&amp;nbsp;Strategies&amp;nbsp;for&amp;nbsp;Improving&amp;nbsp;Communication:&amp;nbsp;Practical&amp;nbsp;Support&amp;nbsp;for&amp;nbsp;School&amp;nbsp;and&amp;nbsp;Home&lt;/strong&gt;&lt;/span&gt;&lt;/a&gt;&lt;/p&gt;
&lt;p&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;by Linda Hodgdon (1995)&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;a href=&quot;#&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Top&lt;/span&gt;&lt;/a&gt;&lt;/p&gt;
&lt;hr class=&quot;wiki&quot; /&gt;&lt;h2&gt;&lt;a class=&quot;pbTOC&quot; name=&quot;References&quot;&gt;&lt;/a&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;References&lt;/span&gt;&lt;/h2&gt;
&lt;p&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;BBB AUTISM SUPPORT NETWORK. (Date unknown). &lt;/span&gt;&lt;a href=&quot;http://www.bbbautism.com/pdf/article_15_visual_supports.pdf&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;&lt;strong&gt;Visual&amp;nbsp;supports:&amp;nbsp;Helping&amp;nbsp;your&amp;nbsp;child&amp;nbsp;understand&amp;nbsp;and&amp;nbsp;communicate&lt;/strong&gt;&lt;/span&gt;&lt;/a&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;.&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Bopp K.D., Brown KE, Mirenda P. (2004). &lt;/span&gt;&lt;a href=&quot;http://www.ncbi.nlm.nih.gov/sites/entrez?db=pubmed&amp;amp;cmd=Retrieve&amp;amp;dopt=AbstractPlus&amp;amp;list_uids=15101810&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Speech-language&amp;nbsp;pathologists&rsquo;&amp;nbsp;roles&amp;nbsp;in&amp;nbsp;the&amp;nbsp;delivery&amp;nbsp;of&amp;nbsp;positive&amp;nbsp;behavior&amp;nbsp;support&amp;nbsp;for&amp;nbsp;individuals&amp;nbsp;with&amp;nbsp;developmental&amp;nbsp;disabilities&lt;/span&gt;&lt;/a&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;. &lt;em&gt;Am J Speech Lang Pathol, 13&lt;/em&gt;(1), pp. 5-19.&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Center for Autism and Related Disabilities. (Date unknown). &lt;/span&gt;&lt;a href=&quot;http://card.ufl.edu/visual.htm&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;&lt;strong&gt;Visual&amp;nbsp;supports&lt;/strong&gt;&lt;/span&gt;&lt;/a&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;. Gainseville, FL: Center for Autism and Related Disabilities&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Cooperative Education Service Agency 7. (Date unknown). &lt;/span&gt;&lt;a href=&quot;http://www.specialed.us/autism/structure/str11.htm&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;&lt;strong&gt;Visual&amp;nbsp;schedules&lt;/strong&gt;&lt;/span&gt;&lt;/a&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;. Green Bay, WI: Cooperative Education Service Agency 7.&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Cooperative Education Service Agency 7. (Date unknown). &lt;/span&gt;&lt;a href=&quot;http://www.specialed.us/autism/assist/asst11.htm&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;&lt;strong&gt;&ldquo;Low&ldquo;&amp;nbsp;tech&amp;nbsp;strategies&lt;/strong&gt;&lt;/span&gt;&lt;/a&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;. Green Bay, WI: Cooperative Education Service Agency 7.&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;$ Dyrbjerg P. and Vedel M. (2007). &lt;em&gt;Everyday education: visual support for children with autism&lt;/em&gt;. London: Jessica Kingsley.&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Hodgdon L. (2006). &lt;/span&gt;&lt;a href=&quot;http://www.autismnz.org.nz/articlesDetail.php?id=15&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;&lt;strong&gt;25&amp;nbsp;reasons&amp;nbsp;to&amp;nbsp;use&amp;nbsp;visual&amp;nbsp;strategies&lt;/strong&gt;&lt;/span&gt;&lt;/a&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;. &lt;em&gt;Autism Asperger&rsquo;s Digest, May &ndash; June&lt;/em&gt;, pp. 22-24.&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;$ Hodgdon L. (2005). &lt;em&gt;What are visual strategies? tools for overcoming communication challenges&lt;/em&gt;. Troy: MI: Quirk Roberts Publishing.&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;$ Hodgon, L. (1995). &lt;em&gt;Visual strategies for improving communication&lt;/em&gt;. Troy, MI: Quirk Roberts Publishing.&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;$ Hodgon, L. (1999). &lt;em&gt;Solving behavior problems in autism: Improving communication with visual strategies&lt;/em&gt;. Troy, MI: Quirk Roberts Publishing.&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Kamp, L and &lt;/span&gt;&lt;a class=&quot;WikiLink&quot; href=&quot;/McErlean&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;McErlean&lt;/span&gt;&lt;/a&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;, T. (2000). &lt;/span&gt;&lt;a href=&quot;http://www.setbc.org/download/Public/VSS.pdf&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;&lt;strong&gt;Visual&amp;nbsp;schedule&amp;nbsp;systems&lt;/strong&gt;&lt;/span&gt;&lt;/a&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;. Vancouver, B.C: SET-BC Learning Centre.&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Millar DC, Light JC, Schlosser RW. (2006). &lt;/span&gt;&lt;a href=&quot;http://www.ncbi.nlm.nih.gov/sites/entrez?Db=pubmed&amp;amp;Cmd=ShowDetailView&amp;amp;TermToSearch=16671842&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;The&amp;nbsp;impact&amp;nbsp;of&amp;nbsp;augmentative&amp;nbsp;and&amp;nbsp;alternative&amp;nbsp;communication&amp;nbsp;intervention&amp;nbsp;on&amp;nbsp;the&amp;nbsp;speech&amp;nbsp;production&amp;nbsp;of&amp;nbsp;individuals&amp;nbsp;with&amp;nbsp;developmental&amp;nbsp;disabilities:&amp;nbsp;a&amp;nbsp;research&amp;nbsp;review&lt;/span&gt;&lt;/a&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;. &lt;em&gt;J Speech Lang Hear Res, 49&lt;/em&gt;, 248-264.&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Kimball, J.W., et al. (2003). &lt;/span&gt;&lt;a href=&quot;http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&amp;amp;_&amp;amp;ERICExtSearch_SearchValue_0=EJ676247&amp;amp;ERICExtSearch_SearchType_0=eric_accno&amp;amp;accno=EJ676247&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Lights,&amp;nbsp;camera,&amp;nbsp;action!&amp;nbsp;Using&amp;nbsp;engaging&amp;nbsp;computer-cued&amp;nbsp;activity&amp;nbsp;schedules&lt;/span&gt;&lt;/a&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;. &lt;em&gt;TEACHING Exceptional Children, 36&lt;/em&gt;(1), pp. 40-45. Read Abstract&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Prosser J.; Loxley A. (2007). &lt;/span&gt;&lt;a href=&quot;http://www.blackwell-synergy.com/doi/pdf/10.1111/j.1471-3802.2007.00081.x?cookieSet=1&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Enhancing&amp;nbsp;the&amp;nbsp;contribution&amp;nbsp;of&amp;nbsp;visual&amp;nbsp;methods&amp;nbsp;to&amp;nbsp;inclusive&amp;nbsp;education&lt;/span&gt;&lt;/a&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;. &lt;em&gt;Journal of Research in Special Educational Needs,7&lt;/em&gt;,55-68.&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Quill, K.A. (1995). &lt;/span&gt;&lt;a href=&quot;http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&amp;amp;_&amp;amp;ERICExtSearch_SearchValue_0=EJ511756&amp;amp;ERICExtSearch_SearchType_0=eric_accno&amp;amp;accno=EJ511756&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Visually&amp;nbsp;cued&amp;nbsp;instruction&amp;nbsp;for&amp;nbsp;children&amp;nbsp;with&amp;nbsp;autism&amp;nbsp;and&amp;nbsp;pervasive&amp;nbsp;developmental&amp;nbsp;disorders&lt;/span&gt;&lt;/a&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;. &lt;em&gt;Focus on Autistic Behavior, 10&lt;/em&gt;, 10-20.&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Rankin, M. (2005). &lt;/span&gt;&lt;a href=&quot;http://www.tulareselpa.org/Autism/AcrossTask/index.shtm&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;&lt;strong&gt;Across-task&amp;nbsp;schedule&lt;/strong&gt;&lt;/span&gt;&lt;/a&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;. Visalia, CA: Tulare County/District Special Education Local Plan Area (SELPA).&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Rankin, M. (2005). &lt;/span&gt;&lt;a href=&quot;http://www.tulareselpa.org/Autism/WithinTask/index.shtm&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;&lt;strong&gt;Within-task&amp;nbsp;schedule&lt;/strong&gt;&lt;/span&gt;&lt;/a&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;. Visalia, CA: Tulare County/District Special Education Local Plan Area (SELPA).&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Rao S. R.; Gagie B. (2006). &lt;/span&gt;&lt;a href=&quot;http://www.cec.sped.org/AM/Template.cfm?Section=Home&amp;amp;TEMPLATE=/CM/ContentDisplay.cfm&amp;amp;CONTENTID=7764&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;&lt;strong&gt;Learning&amp;nbsp;through&amp;nbsp;seeing&amp;nbsp;and&amp;nbsp;doing:&amp;nbsp;visual&amp;nbsp;supports&amp;nbsp;for&amp;nbsp;children&amp;nbsp;with&amp;nbsp;autism&lt;/strong&gt;&lt;/span&gt;&lt;/a&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;.&lt;em&gt;Teaching Exceptional Children, 38&lt;/em&gt;(6), pp. 26-33.&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Zimbelman, M., et al. 2006. &lt;/span&gt;&lt;a href=&quot;http://www.ncbi.nlm.nih.gov/sites/entrez?db=pubmed&amp;amp;cmd=Retrieve&amp;amp;dopt=AbstractPlus&amp;amp;list_uids=16765023&amp;amp;itool=iconabstr&amp;amp;itool=pubmed_docsum&amp;amp;query_hl=15&quot;&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt;Addressing&amp;nbsp;physical&amp;nbsp;inactivity&amp;nbsp;among&amp;nbsp;developmentally&amp;nbsp;disabled&amp;nbsp;students&amp;nbsp;through&amp;nbsp;visual&amp;nbsp;schedules&amp;nbsp;and&amp;nbsp;social&amp;nbsp;stories&lt;/span&gt;&lt;/a&gt;&lt;span style=&quot;font-family:Verdana;&quot;&gt; Res.Dev.Disabil.&lt;/span&gt;&lt;/p&gt;
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