Developing of the Waiting Skill in Adolescents with Developmental Disorders Using the PECS Alternative Communication System

Objective. Children and adolescents with autism spectrum disorders (ASD) and severe multiple developmental disabilities (SMDD) often struggle to learn the skill of waiting for access to a desired item or activity due to deficits in self-regulation. The aim of this study is to assess the effectiveness of using the behavioral shaping procedure to increase waiting time in adolescents diagnosed with ASD and SMDD.

Methods. The study involved five adolescents aged 11—12 years with ASD and SMDD in a natural school environment. The shaping procedure developed by A. Bondy and L. Frost was implemented over five months, with a break for the summer holidays. A reversal research design (A-B-A-B) was used. The development of the waiting skill was assessed before and after the intervention using Bondy’s protocol for evaluating nine key communicative skills.

Results. All participants demonstrated increased waiting time for access to a desired item or activity. The average increase during the first phase of the intervention ranged from 8 to 32 seconds, and during the second phase — from 11 to 36 seconds. The greatest effects were observed in participants with above-average baseline waiting times.

Conclusions. The study shows that teaching the waiting skill in natural school settings is effective for adolescents with ASD and SMDD using the PECS system. Although there was a reduction in waiting time following the summer break, resuming the intervention helped restore and enhance the previously achieved results. Individual differences in progress may be related to the participants’ developmental characteristics and initial levels of communication skills. Future research is planned to include parent training in methods for minimizing skill loss during breaks and enhancing the effectiveness of training in home environments.

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