Orero, Mary Anyango2025-08-252025-08-252025-06https://ir-library.ku.ac.ke/handle/123456789/31273A Research Thesis Submitted In Partial Fulfilment for the Award of Degree of Master of Education in Special Needs Education in the School of Education, Kenyatta University, May 2025. Supervisor 1. Joyce Ogogo 2. Nzoka StephenDeveloping 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.enThesis