Design And Implementation Of A Pecs System Manual To Strengthen Communication And Inclusion Of Children With Level 3 Asd In Preschool Age
DOI:
https://doi.org/10.70577/asce.v5i1.720Keywords:
PECS, Autism Spectrum Disorder, augmentative and alternative communication, educational inclusion, preschool education, Ecuador, implementation manual.Abstract
This bibliographic review article examines the available scientific evidence on the effectiveness of the Picture Exchange Communication System (PECS) as an augmentative and alternative communication tool for preschool-aged children with Level 3 Autism Spectrum Disorder (ASD). Based on the analysis of publications indexed in specialized databases during the period 2019–2024, the documented impact of PECS on functional communication, reduction of disruptive behaviors, and promotion of educational inclusion is examined across the cases reported in the literature. The analysis contextualizes international findings within Ecuador's normative and educational framework, where the Organic Law of Intercultural Education establishes inclusion principles that demand specific strategies for addressing functional diversity at the preschool level. The review identifies significant gaps in Latin American scientific production regarding evidence-based communicative interventions for the preschool population with severe ASD, as well as the absence of implementation manuals adapted to the cultural and socio-educational particularities of the Ecuadorian context. Findings from the reviewed cases support that PECS constitutes an empirically grounded intervention that facilitates the acquisition of functional communicative repertoires in children with minimal or no verbal production, simultaneously fostering their participation in regular and inclusive educational environments, which provides the foundation for designing and implementing an adapted PECS manual for the Ecuadorian preschool context.
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