Combining ABA and PECS Strategies to Enhance Learning of English Alphabet, Words, and Pronunciation in an Autistic Child

Document Type : Research Paper

Authors

1 Faculty of Humanities and Psychology, University of Tabriz, Tabriz, Iran

2 Department of English Language and Literature, Faculty of Literature and Foreign Language, University of Tabriz, Tabriz, Iran

Abstract

Despite communication challenges, research suggests that children with Autism Spectrum Disorder (ASD) can benefit from foreign language education. This aligns with their strengths in visual learning and the documented effect of Applied Behavior Analysis (ABA) in teaching language to children with ASD. Building on these strengths, this qualitative case study investigated the effectiveness of combining Applied Behavior Analysis (ABA) and Picture Exchange Communication System (PECS) strategies for teaching English language skills to an 8-year-old boy with high-functioning Autism Spectrum Disorder (ASD) at Sara Autism Center. The study employed detailed observations to explore the participant's experience learning English as a foreign language. The findings revealed a significant increase in vocabulary (30 words within three months) and highlighted the effect of ABA and PECS in facilitating language acquisition and generalization. The use of the Let Me Talk app on an iPad to support communication and parental involvement were identified as crucial factors for success. This case study emphasizes the importance of multimodal learning approaches. It also highlights the need to tailor interventions to individual needs for effective language development in autistic children. The findings offer valuable insights for educators, policymakers, and parents invested in improving educational outcomes for children with ASD.

Keywords

Main Subjects

References

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Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills)
Volume 44, Issue 3
June 2025
Pages 125-146

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  • Receive Date: 04 November 2024
  • Revise Date: 15 March 2025
  • Accept Date: 28 February 2025

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