PECS Communication System: The Key to Connection

July 30, 2024

Unlock communication potential with the PECS communication system, a game-changer for families with autism.

Understanding PECS Communication

In the realm of communication aids for those facing cognitive, physical, and communication challenges, one system stands out for its effectiveness and worldwide acceptance - the Picture Exchange Communication System, or PECS.

Introduction to PECS

The Picture Exchange Communication System (PECS®) is a communication method developed in the USA in 1985 by Andy Bondy, PhD, and Lori Frost, MS, CCC-SLP. It was initially implemented with pre-school students diagnosed with autism at the Delaware Autism Program. Since then, PECS has been adopted worldwide, aiding thousands of learners of all ages facing various cognitive, physical, and communication challenges [1].

PECS is based on B.F. Skinner's book, Verbal Behavior, and employs broad spectrum applied behavior analysis. It includes specific prompting and reinforcement strategies that encourage independent communication, systematic error correction procedures, and avoids the use of verbal prompts to build immediate initiation and prevent prompt dependency.

The PECS system begins by teaching individuals to give a single picture of a desired item or action to a "communicative partner" who then honors the exchange as a request. It progresses to teaching discrimination of pictures, putting them together in sentences, using modifiers, answering questions, and commenting.

Benefits of PECS

The primary goal of the PECS communication system is to teach functional communication, promoting an understanding of how communication works in a fun and engaging way [3]. It encourages the child to initiate communication, leading to significant improvements in communication and behavioral anomalies in autism.

Research has shown that some learners using PECS also develop speech, while others may transition to a speech generating device (SGD). With over 240 research articles worldwide supporting the effectiveness of PECS, it has been recognized as an evidence-based practice.

In short, the PECS communication system can be an effective tool for enhancing communication for those with expressive communication limitations. For more information on the Picture Exchange Communication System, visit our page on picture exchange communication system.

Implementing PECS

Implementing the Picture Exchange Communication System (PECS) successfully requires a comprehensive understanding of the system and careful consideration of individual needs. This section will delve into the role of Speech Language Pathologists (SLPs) and the importance of tailoring the system to cater to individual requirements.

Working with Speech Language Pathologists

Implementing picture communication and identifying symbolic representations can be challenging for some individuals. The guidance of an experienced Speech Language Pathologist (SLP) can be beneficial in this process. SLPs are well-versed in the intricacies of the PECS, making them an invaluable resource as you navigate the implementation of this system.

Instructional materials are available to support trained team members in using picture communication effectively. These resources, offered by organizations such as National Autism Resources, can assist in implementing the PECS communication system more effectively. For more information on how PECS can be utilized in speech therapy, check out our article on pecs for speech therapy.

Tailoring PECS for Individual Needs

Each individual is unique, and thus, the implementation of the PECS should be tailored to the individual's abilities and goals. This personalized approach ensures effective implementation and progress in developing communication skills.

Teaching independent expressive communication can be challenging, and motivating individuals to participate and learn is crucial. Introducing and teaching picture communication in a fun and motivating way can encourage individuals to engage in sessions and learn structured expressive communication skills.

A variety of tools, such as pecs communication cards and a pecs schedule board, can be implemented based on the individual's preferences and needs. The assessment of preferences, as well as the observation of how a person interacts with their favorite items, can help in determining the best way to modify PECS pictures for optimal accessibility.

Ultimately, the successful implementation of the PECS communication system depends on a collaborative effort between the individual, their family, and professionals such as SLPs. Through careful planning, individualized learning strategies, and ongoing support, individuals can harness the power of PECS to enhance their communication abilities.

The Six Phases of PECS

The Picture Exchange Communication System (PECS) is a unique protocol for teaching functional communication skills to individuals who may be non-verbal or find verbal communication challenging. Developed in 1985 by Andy Bondy and Lori Frost, this approach uses symbols, communication books, specific prompting, and reinforcement. It consists of six phases, each building on the skills learned in the previous stage, to enhance communication abilities [7].

Phase 1: Physical Exchange

The first phase in the PECS communication system is known as the Physical Exchange. Here, individuals are taught to give a single picture of a desired item or action to a "communicative partner", who then honors the exchange by providing the requested item. This phase lays the foundation for the remaining phases, as it establishes the basic mechanics of the communication exchange and reinforces the idea that communication has direct, tangible benefits.

Phase 2: Expanding Spontaneity

In the second phase, known as Expanding Spontaneity, the focus is on developing and broadening the individual's communication abilities. During this phase, the communicative partner gradually increases their distance from the individual, encouraging them to communicate more spontaneously. The individual is taught to be proactive in their communication, moving and reaching for the PECS communication book or PECS communication cards when they want to make a request.

Phase 3: Discrimination Training

During the Discrimination Training phase, individuals learn to differentiate between different symbols or pictures. They are taught to select and present the correct picture that corresponds to their desired item or action, from an array of options. This phase is crucial for expanding the individual's communication repertoire and providing them with the tools to express a range of wants and needs using the PECS schedule board.

Each phase of the PECS communication system is designed to gradually build on the individual's existing skills, leading to more complex and nuanced communication abilities. By working through these phases, individuals can learn to use the picture exchange communication system effectively to express their needs and desires, fostering greater independence and confidence in their communication abilities.

Enhancing Communication with PECS

The Picture Exchange Communication System (PECS) has proven to be a powerful tool for individuals with autism and other communication challenges. Its effectiveness can be amplified when combined with other behavioral techniques, and long-term usage has shown impressive results.

Combining PECS with Behavioral Techniques

Integrating the PECS communication system with traditional behavioral techniques can yield significant improvements in communication and behavior. A case study involving a seven-year-old child with autism demonstrated about 60% improvement in target behaviors such as repeated head turning, hand flapping, and poor communication skills after thirty-two sessions of interventions spread over three months using PECS in conjunction with behavioral techniques.

In addition to PECS, techniques such as Differential Reinforcement of Alternative Behavior (DRA), reprimand, and task direction were used to manage the child's stereotypical behaviors. This combination resulted in a significant enhancement in communication, self-help skills, and a reduction in stereotypical behaviors. The gains were maintained at the three-month follow-up, highlighting the effectiveness of this approach for managing behavioral problems in individuals with autism [4].

Long-Term Effectiveness of PECS

The Picture Exchange Communication System has shown significant long-term effectiveness for improving communication and speech outcomes for children with Autism Spectrum Disorder (ASD). Reviews have established that the PECS communication system significantly impacts communication outcomes and functional communication, such as initiating requests.

One study demonstrated the effectiveness of a PECS intervention combined with peer-mediated instruction to increase communication between children with autism and typically developing preschool children in routine social activities. The results showed positive outcomes for both groups.

The primary goal of PECS is to teach functional communication, and research has shown that some learners using PECS also develop speech. Others may transition to a speech-generating device. With more than 240 research articles from around the world supporting the effectiveness of PECS as an evidence-based practice, it is clear that the PECS communication system has a significant, long-lasting impact on individuals with various cognitive, physical, and communication challenges.

For more information on how to effectively use the PECS communication system, browse through our resources on pecs communication cards, pecs for speech therapy, and pecs schedule board.

PECS Worldwide Impact

The Picture Exchange Communication System (PECS) has made a significant impact worldwide, enhancing communication for individuals with cognitive, physical, and communication challenges.

Success Stories of PECS

PECS was first developed in the USA in 1985 and has since been implemented successfully around the globe, aiding thousands of learners of various ages [1]. Research has shown that many learners using PECS begin to develop speech, while others may transition to a speech generating device (SGD).

Notably, a study combining PECS with peer-mediated instruction showed increased rates of communication behaviors for children with autism. The study demonstrated the effectiveness of a PECS intervention combined with peer-mediated instruction to increase communication between children with autism and typically developing preschool children in routine social activities, showing positive outcomes for both groups [7].

For more detailed information about the successful implementation of PECS, visit our picture exchange communication system page.

Adoption and Research Support

PECS is globally recognized as an effective communication intervention, especially for preschool-age children with Autism Spectrum Disorders (ASD). Reviews have established the effectiveness of PECS for increasing communication and speech outcomes for children with ASD, with significant impacts on communication outcomes and functional communication such as initiating requests.

The wide adoption of PECS is equally remarkable, with the system being implemented in various countries worldwide, including the United States, Canada, Australia, France, Spain, Germany, and many others.

Moreover, the National Professional Development Centre on ASD adopted PECS as one of its 27 evidence-based practices in 2014, a decision supported by over 190 published articles and peer-reviewed research papers demonstrating the positive outcomes and effectiveness of PECS when implemented correctly [6].

This wide acceptance and the wealth of research supporting the PECS system underscore its effectiveness as a powerful communication tool. For more information about how PECS can be used in speech therapy, visit our pecs for speech therapy page.

Modifying PECS for Accessibility

In the journey of implementing the Picture Exchange Communication System (PECS), there may arise the need to adapt or modify the system to cater to the unique needs and abilities of the learner. Such modifications, particularly regarding the PECS symbols, are vital in ensuring accessibility and successful communication.

Occupational Therapist's Role

Occupational Therapists (OTs) play a pivotal role in guiding teams through the development and modification of adapted PECS pictures. This is particularly crucial for learners who may have difficulty handling small items and various learning materials. Via assessments and observation, OTs can identify the learner's preferences and the best ways to modify PECS pictures for optimal accessibility [5].

The role of an OT is not just limited to the initial stages of implementing the PECS communication system. They also provide ongoing support, ensuring that the system continues to be effective as the learner's skills develop.

Practical Modifications for PECS Symbols

To make the PECS symbols more accessible, a common modification involves adding Velcro to the back of each picture. This creates a bit of lift and separation between the surface and the picture, making it easier for learners to pick up the symbols.

The effectiveness of such modifications should be assessed periodically. If the learner becomes independent with standard pictures, the modifications can be reduced or eliminated. Keeping a record of performance is helpful in tracking progress and making necessary adjustments.

An example of a real-world modification involved gluing a picture atop nine stacked and glued squares of craft foam. Over time, the team gradually reduced the stack height to increase the learner's independence in handling the adapted symbols.

In conclusion, adapting the PECs communication cards can significantly enhance the learner's ability to use the system effectively. By working closely with an occupational therapist and being open to adjustments, families can ensure that the PECS system remains a powerful tool for their child's communication growth. For more on integrating PECS into daily routines, visit our article on the PECs schedule board.