Sarah E. Ivy

Using the Picture Exchange Communication System With Students With Visual Impairment

Students with visual impairment (VI) were taught to request using the Picture Exchange Communication System (PECS) and tangible symbols. Participants were four males with additional disabilities, 5 to 11 years old, who had little to no functional vision. A functional relation between PECS Phase 1 and requesting was established using a multiple baseline single subject design. All students learned to request independently within 7 to 14 sessions in Phase 1. Students maintained requesting above criterion for 1 to 5 months. All students generalized requesting to a new communication partner (CP); however, only two students reached criterion during generalization sessions. Two students learned to seek out a CP 5 feet away to request; however, no functional relation was established for Phase 2. More research is needed to establish PECS as an evidence-based practice for children with VI.

Chapter Three - Teaching Skill Acquisition to Individuals with Blindness: A Systematic Review of Response-Prompting Procedures

Abstract A search of the literature on prompting procedures to teach skill acquisition yielded 22 single-subject studies that included participants with little to no functional vision. Studies were published between 1984 and 2012 in 13 different journals. Quality indicators for single-subject research ( Horner et al., 2005 ) were applied to identify studies that met high quality standards. Findings from high-quality studies were aggregated to determine if prompting could be considered an evidence-based practice (EBP) for this population. Across the 12 studies meeting high quality standards, 8 different research groups taught 35 different behaviors to 27 participants. Behaviors included chained and discrete skills across domains of communication, motor skills, self-care, vocational/leisure, and community/living. System of least prompts was used most frequently with several procedural variations. Research supports the conclusion that prompting is an evidence-based practice to teach new skills to learners with blindness.A search of the literature on prompting procedures to teach skill acquisition yielded 22 single-subject studies that included participants with little to no functional vision. Studies were published between 1984 and 2012 in 13 different journals. Quality indicators for single-subject research (Horner et al., 2005) were applied to identify studies that met high quality standards. Findings from high-quality studies were aggregated to determine if prompting could be considered an evidence-based practice (EBP) for this population. Across the 12 studies meeting high quality standards, 8 different research groups taught 35 different behaviors to 27 participants. Behaviors included chained and discrete skills across domains of communication, motor skills, self-care, vocational/leisure, and community/living. System of least prompts was used most frequently with several procedural variations. Research supports the conclusion that prompting is an evidence-based practice to teach new skills to learners with blindness.