Running head: COMMUNICATION AND LANGUAGE INTERVENTIONS

Communication and Language Interventions

Natalie Gibson

Brandman University

EDUU 677

Dr. Nicholson

May 19, 2018

COMMUNICATION AND LANGUAGE INTERVENTIONS
2

Autism Spectrum Disorder (ASD) is a range of conditions characterized by challenges

with social skills, repetitive behaviors, speech and nonverbal communication (“What Is

Autism?”, 2012). Communication and language impairments greatly affect most with ASD to

some degree. Several evidence-based practices (EBPs) have been considered as effective

interventions for people with ASD. Three different communication and language interventions

that support those with ASD include Functional Communication Training (FCT), Peer-mediated

Instruction and Intervention (PMII), and Picture Exchange Communication System (PECS).

These interventions can be implemented to work with students with ASD across settings.

Functional Communication Training (FCT) “addresses interfering behaviors by

systematically identifying the function of the behavior and providing a replacement behavior in

the form of appropriate communication that will enable the learner to get his or her needs met in

a more acceptable way” (Griffin, W., & AFIRM Team, 2017). Because students with Autism

have difficulty with communication, they often display inappropriate or maladaptive behaviors.

FCT is designed to replace interfering behaviors with more appropriate and effective

communication behaviors. FCT is implemented after a Functional Behavior Analysis has been

conducted to identify the function of the interfering (Griffin, W., & AFIRM Team, 2017).

Interfering behaviors are replaced with conventional communicative forms such as pointing,

picture exchange, signing or verbalizations (“Functional Communication Training: Steps for

Implementation”, 2010).

Once teachers have conducted a Functional Behavior Analysis and identified the

interfering behavior, a replacement behavior is selected. The replacement behavior should serve

as the same function as the interfering behavior. Teachers then select a form of communication
COMMUNICATION AND LANGUAGE INTERVENTIONS
3

that is appropriate for the learner. The form of communication should be efficient and

acceptable and appropriate to the learner and the environment. The replacement behavior should

also be recognized by multiple communicative partners (“Functional Communication Training:

Steps for Implementation”, 2010). Data must be collected to monitor learner progress and

determine the effectiveness of the FCT. The replacement behavior can be generalized across

setting and used with naturalistic teaching.

Peer-mediated Instruction and Intervention (PMII) is also known as Peer Modeling, Peer

Initiation Training, Direct Training for Target Student and Peer, Peer Networks, and Peer

Supports. PMII addresses social concerns by training peers how to initiate and respond to social

interactions of students with ASD (Sam, A., & AFIRM Team, 2015). “Many learners with

autism spectrum disorder (ASD) struggle with social impairments and difficulty with

understanding the back-and-forth nature of social interactions, called social reciprocity.5-

6
Children and youth with ASD respond less frequently to social initiations and engage in shorter

interactions due to their difficulties in initiating interactions and understanding social cues. Also,

stereotypic or repetitive behavior (hand flapping, body rocking, or head rolling), or inappropriate

behaviors, such as tantrums, might decrease the likelihood that typically developing peers will

initiate social interactions with learners with ASD” (Sam, A., & AFIRM Team, 2015).

PMII teaches peers without disabilities to engage with students with ASD in positive,

meaningful social interactions. PMII is an evidence-based practice for early childhood and

elementary age groups. PMII targets responding to others, reciprocity, understanding others, and

interacting with others or in groups. PMII is intended to be used as part of the daily curriculum

through a balance of teacher-directed and learner-initiated interactions and activities (“Peer-

COMMUNICATION AND LANGUAGE INTERVENTIONS
4

Mediated Instruction and Intervention: Overview”, 2010). Some students with ASD become

overwhelmed by group activities. PMII helps students with ASD increase their engagement in

social responding and social engagement when working with peers without disabilities who have

been trained to engage and interact with those with ASD. Using PMII requires a lot of planning

and training of the peers. It also requires ongoing support and feedback from educators.

Picture Exchange Communication (PECS) “is a modified applied behavior analysis

program designed for early nonverbal symbolic communication training” (Vicker, 2002). PECS

occurs in natural settings and is used to teach learners with limited functional communication

skills to initiate communicative exchanges and interactions within a social context (Sam, A., &

AFIRM Team, 2016). PECS is a support for students with ASD who have difficulty developing

and using verbal speech to communicate. PECS is an Augmentative and Alternative

Communication (AAC) system. It teaches the learner to use visual-graphic symbols to

communicate with others. PECS is initially taught to the learner that they can receive a desired

item in exchange for the picture symbol. The system can then be used for other communicative

functions such as questioning and labeling and can be generalized across settings (PECS).

PECS requires that the person implementing and teaching PECS to the learner be trained

as well as another supporting adult. Assessments to identify the learner’s current communication

ability must be given. The picture and symbol books must be created before the intervention can

be used. There are six phases of PECS instruction to be taught to the learner. The first phase is

to teach the physical assisted exchange. The second phase is expanding spontaneity and the third

is simultaneous discrimination of pictures. The fourth phase is building sentence structure, the

fifth is responding to “What do you want?” and finally the sixth is commenting in response to a
COMMUNICATION AND LANGUAGE INTERVENTIONS
5

question (Sam, A., & AFIRM Team, 2016).. Data must be collected at each phase of PECS to

determine if the learner is ready to move on to the next phase.

Functional Communication Training (FCT), Peer-mediated Instruction and Intervention

(PMII), and Picture Exchange Communication System (PECS) are three different

communication and language interventions that support students with ASD. Each of these

interventions require a lot of preparation, planning and close progress monitoring to ensure

fidelity. I believe that each of these EBPs needs to be taught to the student in a structured

learning environment where the implementation and effectiveness of the intervention can be

closely monitored. In the case of FCT, one must ensure that the FBA is done with fidelity before

implementing the strategy. Then the data collection must be done accurately and consistently to

determine the effectiveness. For PMII to be effective, one must have close supervision, regular

training and feedback to the non-disabled peers working with the students with ASD. Finally, in

order to use PECS, one must be properly trained and using authentic materials to ensure the

fidelity of the program.

As I reflect on the learning environment of the student from my fieldwork observations, I

can foresee many challenges in implementing any of the above three EBPs. While the student I

have been observing is higher functioning and not in need of any of these strategies, I can see

how trying to implement them in a general education classroom would be challenging. I think

that any of the above three interventions would be easiest to implement in a smaller, self-

contained environment with more trained adults to supervise in the implementation and data

collection. If implementing these strategies for a student who is included in the general

education setting, I think it would be easiest to work with the student in a pull-out setting, and
COMMUNICATION AND LANGUAGE INTERVENTIONS
6

then generalize into the general education classroom. Paraeducators who work with the student

could be trained to collect data.

 COMMUNICATION AND LANGUAGE INTERVENTIONS
7

References

Functional Communication Training: Steps for Implementation[PDF]. (2010, October). National

Professional Development Center on Autism Spectrum Disorders.

Griffin, W., & AFIRM Team. (2017). Functional communication training. Chapel Hill, NC:

National Professional Development Center on Autism Spectrum Disorder, FPG Child

Development Center, University of North Carolina. Retrieved

from http://afirm.fpg.unc.edu/functional-communication-training

Peer-Mediated Instruction and Intervention: Overview[PDF]. (2010, October). National

Professional Development Center on Autism Spectrum Disorders.

Sam, A., & AFIRM Team. (2015). Peer-mediated instruction and intervention. Chapel Hill, NC:

National Professional Development Center on Autism Spectrum Disorder, FPG Child

Development Center, University of North Carolina. Retrieved

from http://afirm.fpg.unc.edu/peer-mediated-instruction-and-intervention

Sam, A., & AFIRM Team. (2016). Picture Exchange Communication System. Chapel Hill, NC:

National Professional Development Center on Autism Spectrum Disorder, FPG Child

Development Center, University of North Carolina. Retrieved

from http://afirm.fpg.unc.edu/picture-exchange-communication-system

Vicker, B. (2002). What is the Picture Exchange communication System or PECS? The Reporter,

7(2), 1-4, 11.

What Is Autism? (2012, May 31). Retrieved May 19, 2018, from

https://www.autismspeaks.org/what-autism