Browsing by Author "Orero, Mary Anyango"

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    Communication Board (CB) Influencing Expressive Language of learners with Autism Spectrum Disorder in Migori County, Kenya
    (Journal of African Interdisciplinary Studies (JAIS), 2024-04) Orero, Mary Anyango; Nzoka, Stephen; Ogogo, Joyce
    Autism Spectrum Disorders (ASD) is a diagnostic classification within the 4th edition of Diagnostic and Statistics for Mental Disorders, (DSMIV-TR). This study aimed to analyze how Picture Exchange Communication System (PECS) influenced Expressive Language Skills (ELS) for learners with ASD. PECS are used to teach functional communication to learners with ASD instead of using words and speech. PECS were developed by Lori Frost a speech-language pathologists together with Dr. Andrew Bondy in 1984. It was first used in learners with Autism program in Delaware with an aim of teaching learners with ASD simple way of initiating functional communication. Four objectives guided the study namely: a) Evaluating how Communication Board strategy influenced ELS for learners with ASD. b) Establishing how Visual Support strategy influenced ELS for learners with ASD. c) Analyzing how Picture Icon strategy influenced ELS for learners with ASD. d) Assessing the extent Routine Cards influenced Expressive Language Skills (ELS) for learners with (ASD) in regular primary schools in Migori County. Researcher adopted Social Influence theory Mill (1790) in the study. Study local was regular primary schools educating learners with ASD in Migori County. Descriptive survey design was employed for this study. Target population of 395, comprising 120 teachers, 40 headteachers, 107 parents, 8 EARCs officers, 120 learners with ASD experiencing challenge in expressive language deficit. Purposive and simple Random sampling techniques were used to select 12 schools as a sample unit, 12 headteachers, 36 teachers, 36 learners with ASD, 32 parents/guardians,08 EARCs officers each from each sub-county, as it allows handpicking of responded based on specified criteria. Piloting was done in one of the regular primary school teaching learners with ASD within Rongo sub-County to determine the validity and reliability which yielded a coefficient of 0.750 that was used to assess the reliability. Data collection tools used were observational schedules and checklists for learners, Questionnaires for teachers and head teachers, interviews for parents. Themes and narrative were used to analyze qualitative data while quantitative data was analyzed using descriptive statistics and inferential statistics. The main findings of the study was that picture exchange communication system that is used is communication boards, visual supports and pictorial icons and except the use of routine cards influenced expressive language of learners with ASD in regular primary schools in Migori County, Kenya. Recommendations of the study included: Children are supposed to be introduced to the Communication Board by their parents so as to enhance their improvements on Expressive Language Skill (ELS). Teachers should enhance the usage of visual Support in the classroom as it has enabled learners with ASD to process language and understand new words. The use of Picture Icon in the classroom should be effectively executed as it enables learners with ASD to process language, it also enables learners with ASD to understand new words and learn specific activities
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    Picture Exchange Communication System Enhancing Expressive Language Skills of Learners with Autism Spectrum Disorders in Selected Regular Schools, Migori County, Kenya
    (Kenyatta University, 2025-06) Orero, Mary Anyango
    Developing expressive language skills (ELS) is extremely difficult for students with autism spectrum disorders (ASD) attending traditional primary school. This restricts their capacity for self-expression. The usefulness of PECS in improving these learners' expressive language abilities is not well supported by research. The effectiveness of Picture Exchange Communication System (PECS) components in improving Expressive Language Skills (ELS) for students with ASD was investigated in this study. The study objectives were to evaluate the status of Communication Board strategy, status of Visual Support strategy, status Picture Icon strategy and status of Routine Cards in enhancing ELS for learners with ASD in selected regular primary schools in Migori County- Kenya. Adopting Mill's (1790) Social Influence theory, the researcher chose regular primary schools in Migori County that educate students with ASD as the study location. 120 instructors, 40 head teachers, 107 parents, 8 EARC officers, and 120 learners with ASD were the target group for the descriptive survey design, which also incorporated purposive and basic random sample approaches. Rongo Sub-County was the site of the piloting. Cronbach's alpha was utilized to assess the study's internal consistency reliability as well as its concept and content validity. The dependability coefficient came out to be.750. The researcher collected data using parent interviews, teacher and head teacher surveys, and student observing schedules and checklists. Themes and narrative were utilized to analyze the qualitative data, and descriptive and inferential statistics were utilized to analyze the quantitative data. Using multiple linear regression analysis and the Statistical Package for Social Science (SPSS) version 26, the results were shown as tables, graphs, charts, and percentages. The research established that the use of PECS components including communication boards, visual supports, and pictorial icons enhanced the expressive language skills of learners with ASD, while the use of routine cards did not show significant enhancement of Expressive Language Skills. The study recommends that parents should introduce Communication Boards to boost children's Expressive Language Skills (ELS). In addition, it advises teachers to use Visual Supports for better language processing and vocabulary acquisition in learners with ASD. Furthermore, the use of Picture Icons should be effectively executed to help learners process language, understand new words, and learn language activities. Researchers, policymakers, and teacher training colleges can use these findings and recommendations for further research, formulate legislation, and increase knowledge about PECS and ELS on learners with ASD.