The Role of Picture Exchange Communication System (PECS)

Introduction to PECS

Understanding PECS Basics

The Picture Exchange Communication System (PECS) is a communication method designed to support individuals with expressive communication limitations. This innovative system helps them understand the mechanics of communication, motivating them to engage and develop structured expressive communication skills through the use of picture symbols that accurately represent activities [1].

PECS was created in the United States in 1985 by Andy Bondy, PhD, and Lori Frost, MS, CCC-SLP. Initially implemented with preschool students diagnosed with autism at the Delaware Autism Program, it has since been adopted worldwide, benefiting thousands of learners of all ages with various cognitive, physical, and communication challenges.

This system makes communication tangible by requiring individuals to physically exchange a picture to express their needs or desires. This process captures the attention of the communicative partner, which can make the act of communicating more effective. However, it can be challenging for some individuals to communicate through pictures and recognize symbolic representations. In these cases, guidance from a trained Speech Language Pathologist (SLP) can be invaluable [4].

PECS is structured into six distinct phases, allowing for a tailored approach to learning and communication based on the individual's abilities. This systematic method assists learners in gradually acquiring communication skills, ultimately leading to more effective self-expression. For further details on the phases involved, readers may explore the section on the six phases of PECS.

The Development of PECS

Origins of the Picture Exchange Communication System

The Picture Exchange Communication System (PECS) was developed in the United States in 1985 by Dr. Andy Bondy and Lori Frost, MS, CCC-SLP. It was part of the Delaware Autism Program and was initially designed for preschool students diagnosed with autism. The system is grounded in the principles of Applied Behaviour Analysis (ABA) and aims to enhance communication for individuals with various cognitive, physical, and communication challenges.

PECS utilizes a structured teaching protocol based on B.F. Skinner's book, Verbal Behavior, which focuses on the importance of behavior and environment in learning communication. The system progresses through six distinct phases, which start with teaching individuals to exchange a single picture representing a desired item or action. As individuals gain proficiency, they learn to use modifiers, answer questions, and make comments, all aimed at fostering functional communication skills [6].

Year	Milestone
1985	PECS developed by Andy Bondy and Lori Frost
1985	Implementation in Delaware Autism Program
2000s	Widespread adoption and adaptation in various settings worldwide

Since its inception, PECS has successfully been implemented globally, benefiting learners of all ages with various needs. By focusing on developing independent communication skills, PECS not only aids communication but also empowers individuals with autism to express their needs and desires more effectively. The success of the system highlights its flexibility and adaptability across different contexts and learner profiles.

For more on related topics, consider exploring autism evaluation to understand how individuals are assessed for communication supports like PECS.

Implementing PECS

Strategies for Introducing PECS

Introducing the Picture Exchange Communication System (PECS) can be a transformative experience for individuals with expressive communication limitations. Effective implementation requires thoughtful strategies to ensure successful adoption.

1. Start with Interests: Identifying preferred items or activities can significantly enhance motivation. Use pictures of these items to initiate exchanges. This strategy promotes engagement and encourages the individual to participate in the system actively.

2. Teach the Basics: Begin by introducing the first phase of PECS, which involves teaching the individual to give a single picture of a desired item to a communicative partner. The partner must immediately honor the exchange by providing the item, reinforcing the connection between the picture and the desired outcome.

3. Use Clear Visuals: Pictures must be clear and representative of the items or actions they depict. This clarity is essential for effective communication. Visual aids should be readily available and easily accessible to the individual.

4. Practice Consistently: Regular practice is critical. Incorporate PECS into daily routines, emphasizing the use of pictures during various activities. This consistency helps reinforce the skills being learned.

5. Positive Reinforcement: Utilize positive reinforcement to reward successful exchanges. This can include verbal praise, immediate access to the desired item, or other preferred rewards. Reinforcement strengthens the learning process and fosters a positive experience with communication.

6. Gradual Progression: As learners become comfortable with initial exchanges, progress through the phases of PECS. Phases include teaching picture discrimination, constructing simple sentences, and utilizing modifiers. Each phase builds upon the previous one, gradually expanding communication skills.

Strategy	Description
Start with Interests	Identify preferred items to enhance motivation.
Teach the Basics	Begin with exchanging a single picture for an item.
Use Clear Visuals	Ensure pictures are clear and accurately represent items.
Practice Consistently	Incorporate PECS into daily routines for regular usage.
Positive Reinforcement	Reward successful exchanges with praise or access to items.
Gradual Progression	Move through PECS phases to build advanced skills.

Research supports the effectiveness of the PECS approach. Studies indicate that learners using PECS not only improve their communication skills but may also develop speech or transition to a speech-generating device (SGD). The system requires individuals to physically exchange pictures, which reinforces the act of communication and captures the attention of communicative partners. By carefully implementing these strategies, individuals with autism can thrive using the picture exchange communication system (PECS).

The Six Phases of PECS

Breaking Down the Steps

The Picture Exchange Communication System (PECS) consists of six structured phases that guide individuals in using visual communication effectively. Each phase builds upon the skills learned in the previous ones, promoting functional communication skills.

Phase	Description
Phase 1	Teaching the Physical Exchange: The initial step involves teaching individuals to give a single picture of a preferred item or action to a "communicative partner." The partner acknowledges the exchange, reinforcing it as a request [6].
Phase 2	Extending Distances: In this phase, the individual learns to exchange pictures from farther distances, promoting independence and more adaptive communication.
Phase 3	Discrimination Between Symbols: Individuals are taught to select from multiple pictures to request specific items or actions, enhancing their ability to differentiate between symbols.
Phase 4	Increasing Utterance Length: This phase encourages individuals to combine pictures into simple sentences, facilitating more complex requests and enhancing expressive language skills.
Phase 5	Using PECS to Answer Questions: The individual learns to respond to questions using their picture system, thereby building their conversational skills.
Phase 6	Teaching Commenting: The final phase focuses on enabling individuals to make comments about their environment, experiences, or feelings, fostering deeper interactions and exchanges.

This systematic approach to functional communication is critical not only for individuals with autism but also for others who may benefit from structured communication methods. For more detailed information on the significance of PECS in communication, visit the PECS workshop page. By understanding and implementing these phases, individuals can enhance their ability to communicate effectively, reducing frustration and improving social interactions.

Effectiveness of PECS

Research and Results

The effectiveness of the Picture Exchange Communication System (PECS) as a communication strategy for individuals with autism spectrum disorder (ASD) and intellectual and developmental disabilities (IDD) has been supported by various research studies. These studies indicate that PECS can significantly enhance functional communication skills, particularly for those who have limited or no verbal language abilities.

A meta-analysis conducted by Hart and Banda (2010) demonstrated that PECS increased functional communication for nearly all participants involved. The research emphasized that motivating operations within the PECS framework improved the speed at which individuals could acquire skills, especially in the initial phase of the system.

Additionally, a study by Schreibman and Stahmer in 2014 focused on 19 children aged 2.5 years with ASD. The results showed that participants learned an average of 90 spoken words after six months of PECS intervention, which increased to approximately 120 spoken words after nine months. This data illustrates the potential of PECS to foster spoken language development [7].

Research indicates that the primary goal of PECS is to facilitate functional communication, and findings suggest that some learners using this system not only develop clear communication skills, but also transition to using speech-generating devices (SGDs). Over 240 research articles from around the globe further support PECS as an evidence-based practice, indicating its widespread acceptance and effectiveness for individuals with communication challenges.

Study	Participants	Results
Hart & Banda (2010)	Various	PECS improved functional communication for almost all participants
Schreibman & Stahmer (2014)	19 children (2.5 years old)	Average of 90 spoken words after 6 months; 120 spoken words after 9 months

The ongoing expansion of research supporting the effectiveness of PECS provides a robust foundation for its use in communication strategies, demonstrating a positive impact on the lives of many individuals with autism and related communication challenges. For additional resources and information on autism-related topics, consider exploring what are autism meltdowns? and autism evaluation.

Training and Resources

Accessing PECS Workshops and Support

Training in the Picture Exchange Communication System (PECS) is essential for effective implementation. Numerous organizations offer workshops and resources for those interested in learning how to use PECS effectively. These workshops not only provide valuable training but also connect individuals with experienced instructors who specialize in the system.

PECS workshops are designed for educators, therapists, and parents, focusing on the principles of the system and practical applications. Attendees engage in hands-on training that covers the six phases of PECS, which include physical exchange, discrimination between symbols, and increasing utterance length. This structured approach allows participants to understand how PECS can be tailored to individual needs.

Below is a list of notable organizations that provide PECS training:

Organization	Type of Training	Website
PECS USA	Workshops, webinars, and resources	pecsusa.com
National Autism Resources	Instructional materials & support	nationalautismresources.com
ASAT	Educational resources and articles	asatonline.org

Professional guidance is often crucial for successfully introducing and implementing PECS, especially for individuals who may struggle with communication through pictures or symbolic representations. Collaborating with experienced Speech Language Pathologists (SLPs) can ensure that personalized approaches are developed to meet specific needs. Certain resources, such as those available through National Autism Resources, provide additional instructional materials that can facilitate effective implementation by trained team members.

For those looking for evidence of PECS's effectiveness, research demonstrates that learners using the system have shown improvements in communication skills, with some developing speech or using speech-generating devices (SGDs) as a result. Over 240 research articles support PECS as an evidence-based practice [6].

Engagement in workshops and access to resources not only equips users with knowledge about the techniques involved in PECS but also fosters a supportive community among those who are navigating similar challenges in communication with individuals on the autism spectrum. These supportive networks can be instrumental in sharing strategies and experiences to enhance the effectiveness of the Picture Exchange Communication System.

References