COMMUNICATION
speech in later years. In fact, there is a growing be-
lief in the speech therapist community that systems
such as PECS have beneficial impacts on speech de-
velopment and will reduce the frustration and anxi-
ety children feel by their lack of speech development.
PECS can also be used as visual cues or visual sched-
ules to display step-by-step sequences for learning
everyday activities, such as how to brush our teeth,
getting dressed, and using the toilet.
PECS is considered low-technology as it does not in-
volve an external power source. Today, there are oth-
er sophisticated aids which supplement or replace
speech, known as augmentative and alternative
communication (AAC) aids. These require an exter-
nal power source such as batteries or electricity. AAC
aids permit the storage and retrieval of electronic
messages, symbols, and pictures, and allow the user
to communicate using a speech output. For example,
at the same time the symbol or picture is touched on
the AAC device, the device produces a voice saying
the word out loud. More than a decade later, there
are now symbol-supported communication apps
like Proloquo2Go which can be programmed direct-
ly into an Android or iPad.
Quick Tips:
• With a special needs child, you need to be
ready to research and investigate all possible
sources of help and support.
• Picture card systems like PECS and AAC
devices can make a dramatic difference with
children with special needs, including autism,
speech impairment, and deafness.
• Devise visual reward systems to use with your
child to show them progress and to offer
rewards for tasks completed.
• As much as possible, ignore difficult behaviors
and concentrate on encouraging positive and
cooperative behaviors.
• Challenging behaviors, distress, and anxiety
can stem from your child’s frustration at not
being able to communicate.
• Be consistent in your approach between
carers when implementing an intervention.
Dr. May Ng, MBBS (Hons), FHEA,
FRCPCH, MSc, LLM, PhD, is a con-
sultant pediatric endocrinologist
and honorary senior lecturer at
the University of Liverpool, Unit-
ed Kingdom. She completed her
undergraduate degree under full
scholarship at the University of
Sydney, Australia, and her pedi-
atric training in Australia and the
United Kingdom. She was the re-
cipient of the prestigious UK Med-
ical Research Council Fellowship
and completed further training to
obtain a master’s degree in medical science and a
PhD degree in pediatric endocrinology and diabe-
tes. Dr. Ng also holds a Master of Laws degree and
is active in medico-legal work. She is chair of the
UK Association of Children’s Diabetes Clinicians,
an officer for the British Society of Paediatric En-
docrinology and Diabetes, and training advisor for
Royal College of Paediatrics. She is in the Diabetes
UK Council for Healthcare Professionals and Online
Learning Committee for European Society of Paedi-
atric Endocrinology.
Dr. Ng is an active researcher with over 150 pub-
lications and has presented at more than 100 sci-
entific meetings. She serves on the editorial boards
for several international journals, including as ed-
itor-in-chief and associate editor, and is a regularly
invited referee for many high-impact journals. She is
a clinical lead of multiple national award-winning
initiatives, such as the Diabetes UK Mary Mackinnon
Award 2018, winner of the 2015 Diabetes Quality in
Care award, Highly Commended runner-up for Dia-
betes Team of the Year National BMJ Awards 2015,
finalist for the HSJ Clinical Leader of the year 2015,
and finalist in the UK Asian Woman of Achievement
Award 2016. She is also the author of A Journey with
Brendan, which documents life with her son with au-
tism as both a mother and a pediatrician.
Website: www.paedsdoc.co.uk
Twitter: @mayng888
Book on Amazon: https://www.amazon.
co.uk/Journey-Brendan-autism-mother-pae-
diatrician/dp/1912575078/ref=sr_1_1?ie=UT-
F8&qid=1529740894&sr=8-1&keywords=a+jour-
ney+with+brendan
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