Status of Picture Icon Communication Strategy in Enhancing Expressive Language Skills among Learners with Autism Spectrum Disorder in Inclusive Primary Schools

Evernate Adhiambo Oronge
Department of Educational Psychology and Science
Rongo University
Email: evernateoronge@gmail.com

Abstract: Learners with Autism Spectrum Disorder (ASD) in mainstream primary schools find it difficult to develop skills in expressing language, which hinders their effective communication. There is little evidence regarding enhanced skills in expressive language using Picture Exchange Communication System (PECS) and its various components. This study aimed to assess Picture Icon Communication Strategy and expressive language ability of ASD children in selected public primary schools in Migori County, Kenya. The study was grounded on Mill’s Social Influence Theory (1790) and employed a descriptive survey. The study population comprised of 120 teachers, 40 headteachers, 107 parents, 8 Educational Assessment Resource Center officers, and 120 learners with ASD. Sample selection was both purposive and simple random. Data collection was through the use of questionnaires, interview guides, and observation checklists, which were then analyzed through both descriptive and inferential statistics using SPSS version 26, while qualitative data were thematically analyzed. Reliability was determined using Cronbach’s alpha (0.750). The study established that use of picture icon strategies offer opportunities to learners with ASD to express their language skills, thus the study concludes that Picture Icon Communication Strategy has positive effects on the expressive language of learners with ASD, and suggests that picture icons be used more often to improve communication skills in all our mainstream classrooms.