Picture Exchange Communication System (PECS) - What is it?

July 30, 2024

Explore the picture exchange communication system, a transformative tool enhancing communication for autism.

Understanding PECS

Understanding the Picture Exchange Communication System (PECS) is essential for helping individuals, particularly children, with expressive communication limitations connect and interact with the world around them.

Introduction to PECS

The Picture Exchange Communication System, popularly known as PECS, is an augmentative and alternative communication (AAC) system. It involves the physical exchange of pictures to communicate with another person for the purpose of requesting or commenting.

PECS was first developed in the USA in 1985 by Andy Bondy, PhD, and Lori Frost, MS, CCC-SLP, and was initially implemented with pre-school students diagnosed with autism at the Delaware Autism Program [2]. Since then, it has been successfully implemented worldwide with thousands of learners of all ages who have various cognitive, physical, and communication challenges.

The system is based on B.F. Skinner's book, Verbal Behavior, and broad spectrum applied behavior analysis. It involves specific prompting and reinforcement strategies that lead to independent communication, systematic error correction procedures, and the avoidance of verbal prompts to build immediate initiation and prevent prompt dependency.

Purpose of PECS

The main aim of the Picture Exchange Communication System is to help individuals understand how communication works and engage in meaningful communication exchanges with others.

PECS is designed to provide a child with an alternative means of communication if they have not yet developed speech. It can also be used to teach a child how to initiate communication with another person. The child first learns to request highly desirable items using the PECS communication cards and then expands this for commenting and sentence formulation [1].

The PECS teaching protocol is composed of six phases, starting with 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. The system progresses to teaching discrimination of pictures and sentence construction, use of modifiers, answering questions, and making comments.

The ultimate goal of PECS is to teach functional communication. Research has shown that some learners using PECS also develop speech, while others may transition to a speech generating device (SGD). The picture exchange communication system has over 240 research articles worldwide supporting its effectiveness as an evidence-based practice.

Implementing PECS

The Picture Exchange Communication System (PECS) is a powerful tool that can foster communication and independence in individuals who struggle with traditional verbal communication. The implementation of this system can be complex and may require guidance from an experienced Speech Language Pathologist (SLP) for effective use.

Guidance from Speech Language Pathologists

Implementing the picture exchange communication system can be challenging for some individuals. Therefore, the guidance of an experienced SLP can be beneficial in teaching and using picture symbols effectively. An SLP can provide a structured approach to teaching and reinforcing the use of PECS, starting from simple exchanges and gradually progressing to more complex communication structures.

PECS is used to provide a child with an alternative way of communicating if they have not yet developed speech. It can also be used to teach a child how to initiate communication with another person. The child first learns to request for highly desirable items and then expands this for commenting and sentence formulation. PECS is taught in six phases. For more information on how PECS can be applied in speech therapy, check out our article on PECS for speech therapy.

Effective Use of Picture Symbols

The use of matching picture symbols that accurately represent activities can make communicative messages more understandable for individuals utilizing PECS. The PECS teaching protocol consists of six phases, starting with 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, sentence construction, use of modifiers, answering questions, and making comments.

These picture symbols, or PECS communication cards, are crucial elements in this system. They serve as the primary mode of communication for the individual, enabling them to express their desires, needs, and experiences. As such, selecting and using these symbols effectively is paramount to the success of the PECS approach.

Implementing PECS effectively can unlock a world of communication possibilities for individuals who struggle with verbal communication. With the right guidance and resources, this system can foster independence, confidence, and a greater sense of connection with others. For more insights into the Picture Exchange Communication System, visit our PECS communication system page.

Training and Materials

A key component of implementing the Picture Exchange Communication System (PECS) effectively is having access to the right training and materials. These resources play a crucial role in guiding parents, educators, and therapists in helping children with autism to communicate more effectively.

National Autism Resources Materials

National Autism Resources provides a wealth of instructional materials that can be highly beneficial for trained team members implementing picture communication [3]. These resources are designed to support the use of PECS in various settings, whether at home, in school, or during therapy sessions.

These learning materials include everything from picture symbols and schedule boards to training manuals and guides. These resources are designed to support the development of independent expressive communication skills and promote communication through the use of picture symbols.

Please note that while these materials are readily available, it's essential to consider the student's abilities and goals before using these learning materials. The guidance of an experienced Speech Language Pathologist (SLP) can be invaluable in teaching and using picture symbols effectively [3].

Considerations for Student Abilities

When implementing the PECS communication system, it's crucial to consider the student's abilities and individual needs. Each child is unique, and the effectiveness of PECS can vary depending on their communication capabilities, cognitive skills, and personal interests.

Before utilizing picture communication materials, it's essential to assess the student's current communication skills, learning style, and motivation. This can help to tailor the approach to suit their individual needs and ensure the most effective use of the PECS.

It's also important to set realistic and achievable goals for the student. This might involve starting with basic communication exchanges before progressing to more complex communicative messages. Regular reassessment can help to adjust these goals as the student's skills develop.

Finally, it's crucial to remember that implementing PECS can be a gradual process. Patience, persistence, and a positive attitude can go a long way in helping the student to make progress and enjoy the learning process. For more guidance on using PECS for speech therapy, visit our page on PECS for speech therapy.

Benefits of PECS

The Picture Exchange Communication System (PECS) offers numerous benefits, particularly for individuals who struggle with verbal communication. In this section, we will explore how PECS enhances communication skills and helps in understanding communicative messages.

Enhancing Communication Skills

The primary purpose of the Picture Exchange Communication System is to foster functional communication. It's particularly useful for children who are non-verbal, have limited or unclear speech, or do not use a functional communication system in their daily environment. PECS has proven successful with individuals of all ages demonstrating a variety of communicative, cognitive, and physical difficulties [1].

PECS uses pictures instead of words to help children with autism communicate, putting the child in charge of communication and reducing the initial intimidation of speaking. The system is based on the principles of applied behavior analysis (ABA) and is an effective intervention for children with autism who have difficulty initiating communication [4].

By teaching learners to initiate communication, PECS supports the development of independence. The system is based on a framework of nine highly effective teaching strategies known as The Pyramid Approach to Education [5]. For more information about the implementation of PECS, check out our article on pecs communication system.

Understanding Communicative Messages

Beyond enhancing communication skills, PECS also helps make communicative messages more understandable. It does this by using matching picture symbols that accurately represent activities.

PECS involves six phases, starting with a physical exchange phase where the therapist works as a communication partner and gradually progresses to more complex communication structures. This system ultimately enables the child to communicate desires and experiences outside the therapy room.

The use of PECS is supported by extensive research, with over 240 research articles around the world supporting its effectiveness as an evidence-based practice. For instance, a study investigating the effect of PECS on English vocabulary learning for children with autism showed significant improvement in the participants' English vocabulary learning after the intervention.

By leveraging the benefits of PECS, families and educators can help children with autism enhance their communication skills and better understand communicative messages. For more information on the materials involved, visit our article on pecs communication cards.

Teaching Approach

The Picture Exchange Communication System (PECS®) employs a unique teaching approach that balances fun and learning, making it an effective tool for children with communicative limitations.

Fun and Motivating Learning

PECS emphasizes the importance of introducing and teaching picture communication in a way that encourages students' active participation. The goal is to create a fun and motivating environment that drives students to engage fully in their communication sessions [3].

The system is designed with the learners at the heart of communication. It reduces the initial intimidation of speaking by using pictures instead of words and places the child at the helm of communication.

To motivate children to communicate, PECS begins by teaching them to request highly desirable items. This approach taps into a child's natural desire for specific items, making the learning process enjoyable and motivating.

Structured Expressive Communication Skills

PECS provides a structured approach to teaching expressive communication skills. The system is taught in six phases, starting with 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. The phases progress towards more complex communication such as discrimination of pictures, sentence construction, use of modifiers, answering questions, and making comments.

The aim is to provide an alternative way of communicating for children who have not yet developed speech and to teach them how to initiate communication with others [1].

PECS is not just about teaching children to request items but also about providing them with the skills to express their needs and wants, comment on their environment, and respond to questions. By doing so, it supports independence and boosts confidence in communication.

The teaching approach of PECS, underpinned by the framework of nine highly effective teaching strategies known as The Pyramid Approach to Education, has been shown to improve the performance of children with autism in English vocabulary learning [6].

For more insights on how to use PECS effectively, consider exploring our PECS communication system guide. We also offer a wide range of PECS communication cards and a handy PECS schedule board to support your child's learning journey.

Success Stories and Research

The effectiveness and positive outcomes of the Picture Exchange Communication System (PECS) are well-documented. Here we delve into some success stories and research that highlight the transformative potential of this system.

Effectiveness of PECS

The Picture Exchange Communication System (PECS) has been instrumental in overcoming communication difficulties in children with autism. It encourages the child to initiate communication and has been observed to lead to significant improvements.

One such intervention process included thirty-two sessions over three months using PECS along with traditional behavioral techniques such as DRA, reprimand, and task direction. The program targeted specific areas of improvement in communication, self-help skills, and behavioral problems. This resulted in significant improvements in the child's communication and behavioral issues. By the end of the therapy sessions, the child showed approximately 60% improvement in targeted behaviors as assessed by visual analogue scale (VAS) ratings from both parents and clinicians. The child's stereotypical behaviors significantly reduced, independence levels in self-help activities increased, and there was a notable enhancement in communication skills. The gains were maintained at the three-month follow-up.

Another study investigated the effect of employing PECS on English as a foreign language vocabulary learning for children with autism. The experimental A-B design study included two high-functioning children aged 9 and 12 at a school for students with special needs. The treatment phase consisted of 15 sessions. Both participants showed performance improvement in English vocabulary learning after the intervention.

Positive Outcomes and Research Support

The effectiveness of PECS in improving vocabulary learning of children with autism is well-documented. The Percentage of Non-overlapping Data (PND) was calculated for two participants, resulting in scores of 84% and 75%, respectively. These high PND scores indicate the effectiveness of the PECS intervention in improving English vocabulary learning for children with autism.

PECS was first implemented with pre-school students diagnosed with autism at the Delaware Autism Program. It has since been successfully implemented worldwide with thousands of learners of all ages who have various cognitive, physical, and communication challenges. The primary goal of PECS is to teach functional communication. Research has shown that some learners using PECS also develop speech, while others may transition to a speech generating device (SGD). There are over 240 research articles from around the world supporting the effectiveness of PECS as an evidence-based practice [2].

PECS has been recognized as an evidence-based practice by The National Professional Development Centre on ASD in 2014. Over 190 published articles and peer-reviewed research papers provide evidence for the positive outcomes and effectiveness of PECS when implemented correctly [5].

The success stories and research support for PECS attest to its potential in enhancing the communication skills of children with autism. For more information on PECS, access our detailed guides on PECS communication cards, PECS schedule board, and PECS for speech therapy.