Year of Publication

2015

Degree Name

Master of Science in Education (MSEd)

Document Type

Master's Thesis

College

Education

Department/School/Program

Early Childhood, Special Education, and Rehabilitation Counseling

First Advisor

Dr. Jennifer Grisham-Brown

Abstract

Three preschoolers with limited or no verbal language were taught to request preferred objects using an adapted Picture Exchange Communication System (Bondy & Frost, 1998) and elements of peer mediated instruction and intervention (Neitzel, 2008) (PECS/PMII). These two interventions have been established as evidence based practices, but have not previously been taught and implemented by one adult and a preschool child in a preschool classroom. Same-aged peers were the communicative partners for the picture exchange. A teacher served as the facilitator of the exchanges. A multiple probe (days) across participants design was utilized to determine the effectiveness of the intervention. The percentage of successful exchanges/requests made by the target child using the adapted PECS/PMII method was evaluated to determine the effectiveness of the intervention when implemented by a same-aged peer. The target children not only made requests to the criterion level, two of the three increased their appropriate verbal responses. The same-aged peers were able to effectively implement the steps for PECS phase 1.

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