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Adapted Picture Exchange Communication System (PECS) to Teach Tangible Symbol Use to Students with Multiple Disabilities and Visual Impairments: A Replication Study

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Title: Adapted Picture Exchange Communication System (PECS) to Teach Tangible Symbol Use to Students with Multiple Disabilities and Visual Impairments: A Replication Study
Language: English
Authors: Sarah E. Ivy (ORCID 0000-0002-1606-1030), Paige Furbush, Meridith J. Karppinen, Susan S. Johnston
Source: Journal of Visual Impairment & Blindness. 2025 119(5):364-377.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 14
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Visual Impairments, Augmentative and Alternative Communication, Multiple Disabilities, Generalization, Maintenance, Program Effectiveness, Students with Disabilities, Preferences
DOI: 10.1177/0145482X251372921
ISSN: 0145-482X
1559-1476
Abstract: Introduction: Learners with multiple disabilities and visual impairments (i.e., blindness or low vision) stand to benefit from accessible augmentative and alternative communication such as tangible symbols, but currently no evidence-based practices exist to guide intervention decisions. This study is a replication of previous research on Phase 1 of the Picture Exchange Communication System (PECS) adapted to teach students with multiple disabilities to exchange a tangible symbol for a preferred item. Methods: A multiple-probe single-case research design was used with three participants. Data were also collected to assess generalization, maintenance, and social validity. Results: A functional relation was observed, and all three participants achieved mastery criteria within 7-15 sessions. Although limited, generalization and maintenance data were promising. Social validity data showed families and professionals alike generally perceived the procedures and outcomes positively. Discussion: Results contribute to the growing body of evidence that adapted PECS Phase 1 is effective to teach students with multiple disabilities to use tangible symbols for basic requesting. Length of time to attain mastery criterion was longer for participants who were nonambulatory. Implications for practitioners: Practitioners should use efficiency data to plan for adequate time to support skill development, which will require collaboration and embedding opportunities into natural routines.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1491212
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Sarah+E%2E+Ivy%22">Sarah E. Ivy</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1606-1030">0000-0002-1606-1030</externalLink>)<br /><searchLink fieldCode="AR" term="%22Paige+Furbush%22">Paige Furbush</searchLink><br /><searchLink fieldCode="AR" term="%22Meridith+J%2E+Karppinen%22">Meridith J. Karppinen</searchLink><br /><searchLink fieldCode="AR" term="%22Susan+S%2E+Johnston%22">Susan S. Johnston</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Visual+Impairment+%26+Blindness%22"><i>Journal of Visual Impairment & Blindness</i></searchLink>. 2025 119(5):364-377.
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  Data: Introduction: Learners with multiple disabilities and visual impairments (i.e., blindness or low vision) stand to benefit from accessible augmentative and alternative communication such as tangible symbols, but currently no evidence-based practices exist to guide intervention decisions. This study is a replication of previous research on Phase 1 of the Picture Exchange Communication System (PECS) adapted to teach students with multiple disabilities to exchange a tangible symbol for a preferred item. Methods: A multiple-probe single-case research design was used with three participants. Data were also collected to assess generalization, maintenance, and social validity. Results: A functional relation was observed, and all three participants achieved mastery criteria within 7-15 sessions. Although limited, generalization and maintenance data were promising. Social validity data showed families and professionals alike generally perceived the procedures and outcomes positively. Discussion: Results contribute to the growing body of evidence that adapted PECS Phase 1 is effective to teach students with multiple disabilities to use tangible symbols for basic requesting. Length of time to attain mastery criterion was longer for participants who were nonambulatory. Implications for practitioners: Practitioners should use efficiency data to plan for adequate time to support skill development, which will require collaboration and embedding opportunities into natural routines.
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        Value: 10.1177/0145482X251372921
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        PageCount: 14
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      – SubjectFull: Visual Impairments
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      – SubjectFull: Augmentative and Alternative Communication
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      – SubjectFull: Multiple Disabilities
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: Students with Disabilities
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      – SubjectFull: Preferences
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      – TitleFull: Adapted Picture Exchange Communication System (PECS) to Teach Tangible Symbol Use to Students with Multiple Disabilities and Visual Impairments: A Replication Study
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