LANGUAGE-BASED INTERVENTIONS FOR CHILDREN WITH SPECIAL NEEDS

Submitted in Partial Fulfillment

for the Requirements in
English 34 (The Essay and Language Research)


By:
Florli Beth Zeruiah R. Josol


March 2014

Topic: Language-based Interventions for Children with Special Needs

Thesis Statement:
Teaching language to children with special needs can be less of a challenge through specialized
methods and strategies such as Picture Exchange Communication System (PECS), social stories
and the Vocal Output Communication Aid (VOCA).

I. Introduction
A. Definition of Autism
B. Restraints of teaching language to children with Autism
C. Strategies on how to teach language to children with Autism

II. Picture Exchange Communication System (PECS)
A. Definition of Picture Exchange Communication System (PECS)
B. Benefits of PECS

III. Social Stories
A. Definition of Social Stories
B. Benefits of Social Stories

IV. Voice Output Communication Aids (VOCAs)
A. Definition of VOCAs
B. Disadvantages of VOCAs

V. Conclusion
A. Restating of Points

Based on Parks study (as cited in Hunt & Marshall, 2006) when a two-year-old child
makes his/her mother his own personal extension, using his/her hand as a tool to get the cookie
he will not reach for himself, that can be a sign of autism. According to Hunt and Marshall
(2006), autism means a developmental disability significantly affecting verbal and nonverbal
communication and social interaction, generally evident before age 3 that adversely affects a
childs educational performance (p. 279). Children who are suffering from autism are most
likely in need of special attention and extra love and care from their guardians and from the
people around them.
With their disability, autistic children find it hard to cope with normal communication
among other people, orally or not. They undergo delay in understanding and socializing. Given
this, most people find it difficult to teach language to children with autism. Motivating them to
learn a language can also take a long time and can need a lot of effort to pull off.
However, this flaw does not mean that teaching language to autistic children will not be
possible. In fact, there are few instructional programs that are particularly designed for their own
needs and likings. The goal of these interventions may be simply to achieve more effective
communication and to improve social interactions (Hunt & ibid, 2006). Teaching language to
children with special needs can be less of a challenge through specialized methods and strategies
such as Picture Exchange Communication System (PECS), social stories and the Vocal Output
Communication Aid (VOCA).
As stated by Hunt and Marshall (2006), the Picture Exchange Communication System
(PECS) is a communication system based on teaching nonverbal children to use pictorial
symbols to request information (p. 302). It was formed by Lori Frost and Andrew Bondy
(2001), who also developed the training manual. It is not a program designed to teach speech,
although the latter is encouraged indirectly and some children begin to spontaneously use speech
while enrolled in the PECS program (Description of the PECS program, n.d.). The PECS system
uses picture boards that are based on the concept of a traditional communication board. There
are six phases that composed the said program. It starts from the physical exchange, to
expanding spontaneity, to picture discrimination, to sentence structure, to responding to the
question What do you want? and finally, responsive and spontaneous commenting (DePaul
University, n.d.).
The PECS program is a valuable teaching tool. It has a lot of benefits not just for autistic
but also for nonverbal children. One benefit is that it facilitates acquisition of speech (Frost &
Bondy, 2011). Though not really designed to teach the children how to speak, it suggests that
children can be delivered an effective communication system that can be used immediately.
Thus, theres a possibility that the childrens verbal communication skills can still be developed.
Next is that it increases social approach (Frost & ibid, 2011). Since the using of the PECS
program involves the child and the trainer, the special child will be exposed to other people and
can therefore help in developing their social interaction, which is also one of the autistic
childrens notable weaknesses. Lastly, the PECS System reduces inappropriate behaviors that are
related to their disability (University of Michigan, n.d.). Inability to communicate with other
people can be exasperating to a child. With the PECS system, special children can gradually
express themselves to the people around them and by that, their frustrations and outbursts will be
lessened.
Another strategy to teach language to children with autism is through social stories.
Social stories were created by Carol Gray in 1991 to help teach social skills to people with
autism (The National Autistic Society, n.d.). It is a brief series of sentences created to administer
a self-instruction plan for the autistic child. Social stories often use four types of sentences---
these include descriptive, perspective, affirmative and directive sentences (Hunt & Marshall,
2012). In most times, social stories are particularly created to help the autistic children in making
decisions, presenting proper behavior in problem circumstances and remaining to be calm. They
are short descriptions of a particular situation, event or activity, which include specific
information about what to expect in that situation and why. Winterman and Sapona (as cited in
Hunt & Marshall, 2006) believe that, social story concept could be used by nonverbal child with
autism by utilizing picture communication symbols instead of sentences and creating picture
stories (p. 303).
There are several benefits that are brought by social stories. First, it presents information
in a literal, concrete way, which may improve a person's understanding of a previously difficult
or ambiguous situation or activity. Given the fact that autistic children can be unaware of what is
happening around him/her, social stories can be a great help. Second, since autistic children are
mostly visual learners, social stories are really helpful to them. Social stories are written down, it
can also be illustrated. Lastly, social stories can help with sequencing, planning and organizing
of events that are noted to be some of the difficulties experienced by many people with autism
(The National Autistic Society, n.d.). Social stories are presented in a chronological manner;
thus, it will be easier for special children to connect or link one happening to another.
Based on the definition given by OCAD University (n.d.), Voice Output Communication
Aids (VOCAs) are electronic devices that are able to generate printed and/or spoken text.
There is a similarity between VOCAs and the PECS system. However, VOCAs are more high-
tech than the PECS system which only requires picture cards. The VOCA may look like a
communication board, but pushing the picture or symbol will result in a digitized or synthesized
speech reading of the symbol. Also, some VOCAs are more complex and may not provide vocal
output until an appropriate two-word combination or sentence is created (Hunt & Marshall,
2012).
Although tested that VOCAs are useful teaching aids, there are also downfalls when
using it. First, since it is a high-tech device, it can be expensive to some affected people. Special
children who are using VOCAs for school use are unable to take it home and buy one because of
financial problems. In line with this, not all special education schools have the funds to provide
VOCAs for each student. Next, some children who have visual impairment and autism have a
deep interest in operating switches/buttons and engage in this frequently (Royal National
Institute of Blind People, n.d.). Because of this, the child may just be fond in playing VOCA,
rather than using it for actual learning and communication.
Teaching language to children with autism may be possible through the use of Picture
Exchange Communication System (PECS), social stories and Voice Output Communication
Aids (VOCAs). These three strategies address to one of the weaknesses of special children which
is their delay in communication skills. Though these methods have their own benefits, it is
inevitable that they also have their disadvantages. Moreover, it is proven that teaching special
children is attainable. It just needs patience, understanding and great knowledge for it to be
achievable.

References
DePaul University. (n.d.). The six phases of PECS. Retrieved February 26, 2014, from
http://students.depaul.edu/~hguendli/AAC/phases.htm

Frost, L. & Bondy, A. (2011). A clear picture: The use and benefits of PECS. Retrieved February
26, 2014, from http://www.pecs.com/webcasts/ClearPictureHandout.pdf

Hunt, N., & Marshall, K. (2006). Exceptional children and youth: An introduction to special
education (4
th
ed.). Boston: Houghton Mifflin.
Hunt, N., & Marshall, K. (2012). Exceptional children and youth: An introduction to special
education (4th ed., Updated). Boston: Houghton Mifflin.
OCAD University. (n.d.). Voice output communication aids. Retrieved February 26, 2014, from
http://idrc.ocad.ca/index.php/resources/13-resources/technical-glossary/49-voice-output-communication-aids

Royal National Institute of Blind People. (n.d.). Voice output communication aids. Retrieved
February 26, 2014, from
http://www.rnib.org.uk/professionals/education/support/resources/autism/strategies/communication/expressive/pages/voca.aspx

The National Autistic Society. (n.d.). Social stories: Their uses and benefits. Retrieved February
26, 2014, from
http://www.autism.org.uk/living-with-autism/strategies-and-approaches/social-stories-and-comic-strip-conversations/social-stories-their-uses-and-benefits.aspx

University of Michigan. (n.d.). Alternative augmentative communication for children with
autism: PECS and sign. Retrieved February 26, 2014, from
http://sitemaker.umich.edu/356.kobza/pecs__picture_exchange_communication_system