Carre, A. J., Le Grice, B., Blampied, N. M., & Walker, D. (2009). Picture Exchange Communication (PECS) Training for Young Children: Does Training Transfer at School and to Home? Behaviour Change, 26 (1), 54-65. Retrieved from https://search-ebscohostcom.ezproxy.simmons.edu/login.aspx?direct=true&db=edsihc&AN=edsihc.82724174550 7675&site=eds-live&scope=site The purpose of this study was to investigate the effects of which the Picture Exchange Communication System (PECS), an intervention commonly used to increase speech, communication, and social interactions, transfers reliably across settings, other than in the original training setting. This study tested the rate of transfer and generalization of spontaneous PECS requests in the school and home setting after providing PECS training to three students. The students aged between five and six years old and were diagnosed with Autism and developmental disabilities. This study was conducted by using a multiple baseline across subjects’ design and direct observation. In agreement with other studies, these students validated the ability to request a preferred object or activity after PECS training. However, the research found that while the PECS procedures were designed to facilitate transfer and generalization, there was a large variation in the student’s spontaneous use of PECS requests in areas other than the training setting. This study is important because it highlights the need of appropriate transfer and generalization training needed for students using PECS.