Teaching a Non-Verbal Preschool Student to Use a Modified Picture Exchange Communication System: Effects of Fading Prompts on Rate of Communication and Generalization to a Communication Board

The purpose of this study was to evaluate the effects of a Picture Exchange Communication System (PECS) and fading prompts to increase rate of communication and to teach generalization to a full communication board. One non-verbal preschool student with multiple developmental delays served as our participant. A combination ABCDEF single case and multiple baseline experimental design was used. A refers to baseline or no intervention and the additional letters evaluate the various interventions that were employed. This study demonstrated that PECs and fading prompts was shown to be responsible for increasing both spontaneous, independent communication and correct responses.