VISUAL COMMUNICATION METHOD AS A TOOL FOR CORRECTING SPEECH IN CHILDREN WITH AUTISM SPECTRUM DISORDER: PECS (PICTURE EXCHANGE COMMUNICATION SYSTEM)

Abstract

This article provides a comprehensive analysis of the effectiveness of the Picture Exchange Communication System (PECS) in developing the speech and communication skills of children with Autism Spectrum Disorder (ASD). The characteristics of ASD, including weak communication motivation, insufficient joint attention, underdeveloped symbolic thinking, and limited use of nonverbal language signs, are highlighted. Taking these issues into account, the theoretical foundations of the PECS system, its staged structure, and practical application mechanisms are examined. Based on international scientific literature, the effectiveness of PECS in establishing functional communication, developing joint attention, reducing problematic behaviors, and stimulating initial elements of speech in some children is demonstrated. Furthermore, the pedagogical significance of implementing the system, the specifics of integrating it into the work of speech therapists and special educators, and its impact on the social adaptation of children are analyzed. The analysis confirms that the PECS method is a structured, visually supported, and evidence-based tool that is effective in teaching children with Autism Spectrum Disorder.