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Addressing the communicative needs of children with Autism Spectrum Disorders (ASD) presents a significant challenge to providers and caregivers alike. Urgent calls for intervention protocols have forced stakeholders to examine available options in search of effective evidence-based practices. Fortu-nately, and in part as a result of this search, experts have iden-tified elements central to optimal communication interventions for this population (American Speech-Language-Hearing Association [ASHA], 2006; National Research Council [NRC], 2001). These include but are not limited to early entry into intervention, active engagement, intensive instructional programming, the use of planned teaching opportunities, and sufficient adult attention. Two training options providing these elements are Milieu Teaching and the Picture Exchange Communication System (PECS). Over the past 20 years, Prelinguistic Milieu Teaching (PMT) has been accepted as an effective methodology for working with children below the age of 2 years (Fey et al.,