Picture Exchange Communication System (PECS) is an alternative communication method designed for children who struggle with speech or forming words. It was created in the United States in 1985 by Dr. Andy Bondy and Lori Frost, a certified speech-language pathologist.
PECS was initially introduced at the Delaware Autism Program to support preschoolers with autism, and since then it has since been widely adopted across the globe.
Today, it helps thousands of individuals of all ages with diverse cognitive, physical, and communication challenges develop effective ways to express themselves. In this article, you will explore PECS, its phases, and its effectiveness in helping individuals with autism.
What is PECS?
The Picture Exchange Communication System (PECS) is a method designed to help individuals with limited or no vocal skills communicate effectively. It enables individuals to express their needs and desires by using written words, pictures, or symbols.
Through PECS, individuals learn to interact by handing a picture of a desired item to someone in exchange for that item. PECS is widely used, particularly for children with autism or learning challenges, to support their communication development.
Key Techniques in PECS
PECS is grounded in the principles of Applied Behavior Analysis to teach and strengthen communication skills in a structured, evidence-based way:
- Reinforcement: This technique involves providing rewards or incentives to encourage desired behaviors. In the case of PECS, reinforcement is used to motivate the individual to communicate using picture symbols.
- Prompting: Prompting is a method used to help an individual perform a behavior that they are struggling with. For PECS, prompting can involve providing cues or assistance to help the individual initiate communication with the picture cards.
- Fading: Fading is the gradual removal of prompts to promote independent behavior. In PECS, this involves slowly reducing the level of assistance given, allowing the individual to communicate using the pictures independently over time.
Phases of PECS
The Picture Exchange Communication System (PECS) is a structured approach designed to help individuals with autism or other communication challenges express their needs and thoughts through the use of pictures. The system progresses through six phases, each building upon the previous one to develop functional communication skills.
1. Phase I: Learning to Communicate
At the start of the PECS journey, the individual is introduced to the fundamental concept of exchanging a picture to communicate a want or need. In this phase:
- The learner is taught to physically hand over a picture of a desired object or activity in exchange for receiving it.
- This process is typically supported by two adults—a communication partner (who responds to the request) and a physical prompter (who guides the learner’s hand if needed).
- The goal is to help the individual understand that communication is a tool to get what they want.
- There are no vocal requirements at this stage; the focus is solely on initiating an exchange.
Outcome: This phase establishes the foundation for meaningful communication and reduces frustration by providing an alternative to gestures or disruptive behaviors.
2. Phase II: Expanding Communication Across Settings
Once the individual understands the concept of exchanging a picture for a desired item, the next step is to encourage them to use this skill in different environments and with different people. Key goals in this phase include:
- Increasing persistence by encouraging the individual to actively seek out their communication partner rather than waiting for someone to prompt them.
- Introducing the exchange process in various settings, such as home, school, or public places, to ensure the skill becomes generalized.
- Reinforcing the concept that communication is not limited to a single person or place rather it is a functional tool that can be used anywhere.
Outcome: At this stage, individuals begin to build confidence in their ability to communicate independently.
3. Phase III: Picture Discrimination
With a solid foundation in place, the learner is now introduced to choice-making by selecting from two or more pictures. This phase helps to:
- Differentiate between various pictures and select the one that represents their desired item.
- Store and retrieve pictures from a communication book, typically a binder with Velcro strips, where multiple pictures are kept for easy access.
- Organize images in a structured manner to facilitate clearer communication.
Outcome: This step is crucial in promoting autonomy, as it allows the individual to make specific choices instead of relying on guesswork from caregivers. Over time, more pictures can be added, allowing for a growing vocabulary of requested items.
4. Phase IV: Constructing Simple Sentences
Once the individual is comfortable selecting and exchanging pictures, they begin to build more structured communication. In this phase, they learn to:
- Form simple sentences using a detachable sentence strip, starting with the phrase "I want" followed by the picture of the desired item.
- Understand basic sentence structure, reinforcing that communication is more than just a single picture.
- Strengthen their ability to request more complex or specific items, such as “I want a red ball” rather than just “ball.”
Outcome: Introducing sentence formation encourages more advanced communication and prepares the individual for future language development.
5. Phase V: Responding to Questions
Now that the individual is capable of requesting items independently, they are introduced to answering direct questions. In this phase:
- They learn to respond to questions such as “What do you want?” by constructing a sentence using their PECS book.
- The goal is to shift from spontaneous picture exchanges to interactive conversations.
- This stage encourages reciprocal communication rather than just making requests.
Outcome: They begin to answer questions. It is a vital step toward engaging in more meaningful social interactions and conversations.
6. Phase VI: Commenting and Expanding Language Skills
The final phase of PECS moves beyond requesting items and into broader communication. The individual learns to comment on their surroundings by using structured phrases such as:
- "I see [picture]"
- "I hear [picture]"
- "I feel [picture]"
- "It is a [picture]"
Outcome: Instead of focusing only on wants and needs, the learner now begins engaging in conversations, describing what they observe in their environment. This phase results in:
- Increased social interaction by allowing individuals to share their experiences with others.
- A transition toward more natural language development.
- A greater sense of independence and self-expression.
FAQs
Can PECS be used with non-verbal individuals?
Yes, PECS is specifically designed for individuals with limited or no verbal communication skills, helping them express their needs and desires using pictures or symbols.
What Therapies Use Picture Exchange Communication System?
PECS is commonly used in both speech therapy and Applied Behavior Analysis to support individuals in developing communication skills. It may also be utilized in occupational therapy to enhance communication in daily activities and improve independence.
What kind of pictures or symbols are used in PECS?
PECS typically uses simple, clear pictures or symbols that represent items, actions, or feelings, which are organized in a communication book or system for easy access.
How long does it take to progress through the phases of PECS?
The time it takes to move through the phases of PECS varies by individual, depending on their unique needs and progress. It can take anywhere from a few weeks to several months to complete each phase.
Conclusion
The PECS system provides a step-by-step method to help individuals with autism or other communication difficulties build functional language skills. By progressing through these six phases, learners gradually move from basic picture exchanges to forming sentences and engaging in meaningful interactions. This structured approach not only improves their ability to communicate but also enhances their confidence and social connections in everyday life.