The effect of PECS on Children with Social-Emotional Delays Being Able to Self-Identify their Emotions in a Preschool Setting

Date of Award

Winter 12-19-2019

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Special Education


Graduate Studies

Committee Chair

Suarez-Sousa, Ximena


Picture Exchange Communication System, PECS, self-identify, social-emotional, self-regulate


The authors presented results regarding the use and effects of the Picture Exchange Card System (PECS) on preschool-age children with social-emotional delays. The authors investigated the effects of showing PECS images and the children being able to self-identify their emotions. The study was conducted in a preschool setting on four children, two boys, and two girls, between the ages of 3-5 years old. It was concluded in the study that the use of showing visual PECS images did in fact improve the ability of the children to self-identify their emotions. The data indicated that the PECS system improved the number of correct responses that every student in the study gave when asked which of three basic emotions they were feeling (happy, sad, angry). The end results of the second intervention trial led to a ninety-five percent correct response rate from the students. What was even more promising than the success with the PECS visual was the increase of correct responses when we returned to the second baseline trial because it demonstrated the student’s ability to transfer that learning.

Abstract only: No full text available.