Effect of an Intervention Based on the Picture Exchange Communication System in Physical Education on Physical Activity and Social Skills of Children with Autism

Introduction: It is both essential and significant to undertake research focused on the implementation of innovative educational methods within autism centers.
Objective: This study seeks to investigate the impact of an intervention utilizing the Picture Exchange Communication System (PECS) within physical education (PE) settings on the physical activity (PA) levels and social skills of children diagnosed with autism.
Methods: A quasi-experimental design featuring a pretest-posttest methodology was implemented. The sample comprised 50 children with autism. Participants were categorized into intervention (n=25; 4 girls) and control groups (n=25; 4 girls). The intervention group participated in the PECS during PE over a span of 12 weeks. To evaluate the research variables, accelerometer and The Autism Social Skills Profile were utilized, and the data were subjected to analysis through ANCOVA.
Results: The intervention group engaged in an average of 25.09 minutes of MVPA daily, compared to the control group's average of 26.19 minutes. In addition, the findings revealed that individuals in the intervention group demonstrated a significant enhancement in light PA (F=15.869, P<0.001), MVPA (F=4.857, P<0.001), and social skills (F=14.746, P<0.001) from the pretest to the posttest. In contrast, the control group did not show any significant changes.
Conclusion: Implementation of the PECS method facilitates the enhancement of social skills and increases PA levels among children with autism.