O USO DO PICTURE EXCHANGE COMMUNICATION SYSTEM (PECS) NA PROMOÇÃO DA COMUNICAÇÃO INCLUSIVA DE CRIANÇAS COM AUTISMO: UMA REVISÃO INTEGRATIVA: UMA REVISÃO INTEGRATIVA

Maria Carolina Leal Silva; Stephanie   Lara Monteiro Correia De Souza; Lucas Martins Teixeira

doi:10.53843/bms.v5i8.193

Authors

Maria Carolina Leal Silva Universidade de Pernambuco https://orcid.org/0000-0003-4085-1777
Stephanie Lara Monteiro Correia De Souza Pontifícia Universidade Católica de Campinas https://orcid.org/0000-0003-1477-9724
Lucas Martins Teixeira Universidade Estadual do Piauí https://orcid.org/0000-0002-5493-1666

DOI:

https://doi.org/10.53843/bms.v5i8.193

Keywords:

Alternative and Augmentative Communication Systems, Autism, Autistic Spectrum Disorder

Abstract

Introduction: The Picture Exchange Communication System (PECS) is a type of Alternative and Augmentative Communication, used to support and include several people with disabilities and people with syndromes, such as the Autistic Spectrum Disorder (ASD), especially the non-verbal (no functional speech). This study aims to present this method and review the existing evidence about its advantages, advances and constraints. Methods: An integrative review was conducted by searching the Capes Periodicals and LILACS databases was conducted with the keywords “Alternative and Augmentative Communication Systems”, “Autism” and “Autistic Spectrum Disorder”. Eleven texts were selected and used as the basis for this review, which met the following selection criteria: publications from 2013 onward that dealt with the PECS method as an intervention for children with ASD and answered the guiding. Results: The implementation of PECS as an alternative teaching method for children with autism has been shown to be efficient in promoting communication in the educational setting, even though the unpreparedness of special education and particularities of autism minimize the learning process. Discussion: Although the PECS is an inclusive tool, giving back autonomy to the child with autism, this method faces the unpreparedness of tutors, besides the difficulty in generalizing it. Finally, there is a small sample for the creation of new articles and impossibility of maintaining a controlled environment. Conclusion: The inclusion of children with ASD is essential to combat an unequal and unprepared socio-educational context to include children with autism without functional speech. In this sense, limitations such as the small number of studies on the PECS method should be overcome by future research in order to encourage new findings that assist in the inclusion process of children with ASD and provide evidence as to the efficiency of this resource.

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