Adapted Picture Exchange Communication System (PECS) to Teach Tangible Symbol Use to Students With Multiple Disabilities and Visual Impairments: A Replication Study.

This article focuses on evaluating the effectiveness of Phase 1 of the adapted Picture Exchange Communication System (PECS) to teach tangible symbol use for requesting among learners with multiple disabilities and visual impairments. Using a multiple-probe single-case design with three school-age participants, the study found that all participants met mastery criteria within 7 to 15 sessions, demonstrating increased requesting behaviors through tangible symbol exchanges. Preliminary data suggested some generalization and maintenance of skills, and stakeholders—including families and professionals—generally viewed the intervention as appropriate, feasible, and effective. The findings contribute to evidence supporting adapted PECS Phase 1 as a promising practice for this population, with implications for practitioners to allocate sufficient instructional time and embed teaching opportunities across natural routines.