APPLYING THE PECS METHOD IN COMBINATION WITH GAMES TO PRACTICE PRONUNCIATION FOR 3-4-YEAR-OLD CHILDREN WITH AUTISM SPECTRUM DISORDER

Abstract

This article presents the results of applying the Picture Exchange Communication System (PECS) method in combination with games to practice pronunciation for 3–4-year-old children with autism spectrum disorder at an inclusive preschool. The main research method utilized in this study is the quantitative research method, aiming to determine the pronunciation capabilities of four children with autism spectrum disorder before and after participating in one month of pronunciation training. The research results indicate that all four children showed significant progress in pronunciation, as evidenced by their ability to independently articulate words more clearly, with their pronunciation level improving from level 4 to level 3 based on the evaluation scale. This study underscores the effectiveness of combining the PECS method with games in pronunciation training for children with autism spectrum disorder. This integration not only enhances the children’s interest in the learning process but also significantly contributes to improving their pronunciation ability, enabling them to articulate clearly, fluently, and more easily engage in communication with peers. The PECS method combined with educational games should be integrated into early childhood education, teacher training, and parental support. Future research should expand in scale, assess long-term effects, optimize games, and compare with traditional methods.