A Research Synthesis Of Milieu Language Teaching And Pecs For Individuals With Autism Spectrum Disorders

Background & Objectives: The present study identified research characteristics according to domestic and foreign quality indicators, and investigated the effectiveness of interventions through meta-analysis by analyzing single-subject researches that applied 2 representative natural teaching procedures, milieu language teaching, and the picture exchange communication system (PECS) to individuals with autism spectrum disorders. Methods: The study analyzed 54 papers including 36 master's and doctor's dissertations, papers published in Korean journals, and 18 papers published in foreign journals, from 2000 to 2011. Results: Characteristics according to the quality indicators of single-subject researches were analyzed. As a result, milieu language teaching researches had a higher quality satisfaction level than PECS researches. When domestic and foreign researches were compared regardless of interventions, the Korean researches showed poorer measurement and description in interobserver reliability, fidelity of implementation, external validity and social validity than foreign researches. The meta analysis results revealed that both milieu language teaching (86.4%) and PECS (84.9%) were moderately effective. The improvement of communicative intention according to dependent variables was more effective in PECS (94.5%) than in milieu language teaching (86.6%). Spontaneous improvement was more effective in milieu language teaching (85.1%) than PECS (69.2%). Discussion & Conclusion: Based on the results from this research, the present study further discussed elements required for future intervention research and directions for effective intervention selection.