Ensino de habilidades comunicativas via Picture Exchange Communication System a indivíduos com Transtorno do Espectro do Autismo: revisão sistemática da literatura

Abstract

The present research aimed to identify and analyze studies in international and national literature that used PECS to teach language to individuals with ASD and speech difficulties. The study was based on the study by Mizael and Aiello (2013), updating and expanding the period from 2011 to 2023. The following databases were used: BIREME and Periódico CAPES. For searches, the descriptors PECS and Picture Exchange Communication System in the title. The analysis period was from 2011 (the study by Mizael and Aiello carried out the search until August 2011) until August 2023. Some of the criteria were used, taking into account the following changes: studies that described an intervention using PECS and used the PECS proposed by Bondy and Frost, and adaptations of it, as part or all of the intervention. Given that in the original study the adaptation of PECS was considered only in Brazilian studies, which was why there was a scarcity, the present study evaluates the studies in a single search for databases, in which these foreign and Brazilian studies that used the original PECS and adaptations thereof. 11 studies that met the previously established inclusion criteria were analyzed. The articles included were published between 2011 and 2022, two in 2011, two in 2012, two in 2021, one in 2013, 2014, 2016, 2017 and 2018. Of the 11 articles, nine were published in newspapers international and two in national journals. Ten of the 11 studies reported the phases of PECS taught, with four studies applying phases I to III, four studies applying phases I to IV, and only two studies teaching the six phases of PECS. The results, in general, of the eleven studies indicated that PECS was effective in teaching communicative skills, increasing appropriate communicative behavior and providing disruptive behaviors. Two studies have shown success with PECS in terms of responsiveness and independent commissions carried out by users, along with increased understanding and independent figures. The acquisition of communication through PECS was effective for teaching commands and for generalization by autistic people. Success in the ability to respond was also identified, along with maintenance over time involving different scenarios. This research sought to contribute, both in the international and national context, by presenting an overview of studies on teaching PECS as a strategy for language development for individuals with ASD and speech difficulties. The present study can and aims to assist therapists, family members, teachers and researchers in relation to their practices for developing the language.