Previous post
The Picture Exchange Communication System (PECS) is a groundbreaking augmentative and alternative communication tool designed initially for children with autism spectrum disorder (ASD) and other communication challenges. Developed in 1985 by Lori Frost and Dr. Andy Bondy at the Delaware Autism Program, PECS empowers individuals with limited or no speech to initiate and develop functional communication through visual symbols, significantly enhancing their social interaction and independence across multiple settings.
The Picture Exchange Communication System (PECS) is an evidence-based communication tool designed to help individuals who have limited or no verbal speech, such as those with autism spectrum disorder (ASD). Developed in 1985 by Lori Frost and Dr. Andy Bondy, PECS uses pictures, symbols, words, or photographs to facilitate communication.
PECS is structured around a six-phase teaching protocol. Initially, users learn to exchange a simple picture of a desired item with a communication partner to initiate requests. As skills develop, they progress to constructing sentences, answering questions like "What do you want?", and making comments such as "I see" or "I hear." This systematic approach encourages users to independently initiate communication, making their interactions more functional and spontaneous.
The process begins with teaching a basic exchange of a single picture. Over time, learners can combine multiple pictures to form simple sentences, which helps in developing more complex language skills. Trainers use positive reinforcement and systematic prompting to help learners gain confidence and mastery.
Research consistently shows that PECS can lead to increased social interaction, reduced frustration and problematic behaviors, and even the development of spoken language in some cases. Its portability and low cost make it accessible for use in various environments, including home, school, and community spaces.
Overall, PECS empowers individuals by giving them tools to express their needs and thoughts actively, fostering greater independence and social participation.
PECS, or the Picture Exchange Communication System, is structured into six systematic phases that build upon each other to develop functional communication skills in individuals with autism and other communication challenges.
Phase I: How to Communicate focuses on teaching the individual to physically exchange a picture of a desired item with a communication partner. This foundational step encourages initiation and creates a simple, effective way for learners to express their wants.
Phase II: Distance and Persistence aims to increase the learner’s motivation and persistence to communicate. It involves practicing the picture exchange across different environments and distances, helping the individual learn to be more persistent in requesting, even when faced with distractions.
Phase III: Picture Discrimination introduces the ability to differentiate between multiple pictures. The learner learns to select the correct image from two or more choices, which enhances decision-making and understanding of symbols.
Phase IV: Sentence Structure involves constructing simple sentences, typically starting with the phrase "I want" plus the desired item. This phase introduces basic sentence formation, advancing the learner’s ability to communicate more complex ideas.
Phase V: Responsive Requesting teaches the individual to answer questions such as "What do you want?" by selecting appropriate pictures, fostering responsive communication skills.
Phase VI: Commenting encourages learners to make social comments and describe their environment using sentence starters like "I see" or "I hear," moving towards more natural, spontaneous conversations.
Progression through these phases allows individuals to start with basic requesting and gradually develop the ability to comment, describe, and respond to questions. While some learners may quickly master initial phases, others might require additional time to grasp more complex structures. Each stage is designed to reinforce previous skills, making the communication more spontaneous and functional.
Successful PECS implementation depends on consistent practice, patience, and adapting to each individual’s unique learning pace. With guided progression through these stages, learners can achieve meaningful communication that enhances independence and social interaction.
Implementing the Picture Exchange Communication System (PECS) in educational and clinical environments provides a range of positive outcomes for individuals with communication challenges. One of the primary advantages is the enhancement of functional communication skills. PECS teaches users to initiate contact, make requests, respond to questions, and comment, all of which foster more independent interactions.
This system is especially beneficial for children and adults with autism spectrum disorder (ASD) and other developmental disabilities, as it promotes spontaneous and purposeful communication. As users progress through the six structured phases, they move from simple picture exchanges to constructing sentences, which can eventually support the development of spoken language.
Beyond communication skills, PECS significantly reduces challenging behaviors often caused by frustration and the inability to express needs. By providing an effective alternative means to communicate, PECS helps decrease tantrums, attempts to escape, or other problematic behaviors linked to communication deficits.
Furthermore, PECS encourages social engagement and helps learners develop social skills. By learning to comment and answer questions, users start to participate more actively in social interactions, building relationships and increasing participation.
Research indicates that the benefits of PECS extend beyond immediate communication improvements. Many individuals experience long-term gains, including increased motivation to communicate, better behavior regulation, and early signs of speech development. Consequently, PECS is esteemed as an evidence-based intervention that supports holistic growth in users with communication needs.
PECS, or the Picture Exchange Communication System, is designed to serve a diverse range of users primarily characterized by communication challenges. Its primary users are individuals with autism spectrum disorder (ASD), as well as those with other developmental disabilities that impact speech and social interaction. These users may be nonverbal, echolalic, or possess unintelligible speech, making traditional speech-based communication difficult.
The system is adaptable for a wide age range, from preschool children to adults, depending on individual needs and developmental levels. This flexibility allows PECS to support learners throughout various life stages, enhancing their ability to communicate in functional and meaningful ways.
PECS is applied across multiple settings to maximize its effectiveness. In educational environments, it is commonly used in classrooms to promote interaction and independence. At home, caregivers implement PECS to facilitate daily communication and reduce frustration. Therapeutic settings, including speech and occupational therapy sessions, are also key venues where trained professionals teach and reinforce PECS skills.
The overarching goal of PECS implementation is to foster spontaneous, functional communication. This includes teaching individuals to request objects or activities, respond to questions like "What do you want?", and eventually comment on their environment. Through structured phases, PECS helps learners develop from simple picture exchanges to constructing sentences, which enhances their social engagement and independence.
Research supports that PECS not only enables functional requesting but also encourages social approach behaviors and can support speech development. It promotes inclusion, allowing users to participate more actively in social and educational interactions, thereby improving their quality of life.
In summary, PECS is a versatile and practical communication system fitting various population needs and settings. Its application aims to empower individuals with limited speech to share their needs, thoughts, and feelings effectively, leading to more integrated and fulfilling social participation.
Implementing PECS involves a systematic process that requires formal training to ensure proper application of the program's structured phases. The initial step is attending an official PECS training workshop provided by Pyramid Educational Consultants, the organization authorized to deliver comprehensive instruction. These workshops typically last two days and cover the entire protocol, including how to teach picture exchanges, expand vocabulary, construct simple sentences, and promote commenting behaviors.
During implementation, practitioners set up the environment with visual supports such as PECS cards, and use prompting strategies, including physical prompts if necessary, to guide the learner through each phase. As skills develop, prompts are gradually faded to promote independent communication. Error correction strategies are integrated to reinforce correct use and to build confidence in the skill.
The certification process is structured into three different levels:
| Certification Level | Requirements | Purpose & Usage |
|---|---|---|
| Level 1 Certified Implementer (PCI-1) | Attend initial PECS training, demonstrate basic competency | For practitioners and parents to begin implementing PECS with individuals requiring basic communication support |
| Level 2 Certified Implementer (PCI-2) | Complete Level 1, additional training, and more advanced competency testing | For more experienced practitioners to deepen their skills and develop advanced implementations |
| PECS Certified Manager (PCM) | Complete Level 1 and 2, Pyramid Approach Training, and demonstrate supervisory capacity | For professionals who oversee PECS programs and mentor others |
To achieve certification, individuals must attend the official training workshops, pass knowledge assessments, and in certain cases, demonstrate their ability to implement PECS effectively. Higher certification levels entail additional training sessions and evaluations, focusing on supervision and coaching.
While certified individuals are recognized as competent in using PECS, they are not authorized to independently train others unless they obtain licensed PECS Trainer or Consultant status. Proper certification ensures that practitioners implement PECS correctly, maximizing its benefits for learners with communication challenges.
The overall goal of this process is to promote consistent, effective use of PECS across settings such as home, school, and therapy environments, ensuring that individuals with communication deficits can develop independent and functional communication skills.
PECS stands out from other AAC methods by its focus on teaching individuals to initiate communication through a simple, visual exchange of pictures. This approach is straightforward and highly effective for children and adults with minimal or no verbal skills, particularly those with autism spectrum disorder (ASD). Unlike sign language, which requires motor skills and can take longer to master, PECS emphasizes a structured, step-by-step process that promotes quick learning of requesting behaviors.
Devices like speech-generating tablets or apps such as Proloquo2Go offer vast vocabularies and grammatical structures, providing more complex communication options. However, these often require more technical skill and cognitive understanding. PECS, on the other hand, is low-cost, portable, and easier to implement in various environments, including home and school.
Transitioning from PECS to more advanced AAC tools often involves integrating core vocabulary and grammar features into visual displays, allowing users to expand their communication gradually. While sign language can facilitate rapid transfer to spoken language in some cases, PECS is particularly suitable as an initial communication method for learners with severe verbal impairments.
PECS has several notable advantages. Its simplicity and visual nature make it accessible and engaging, promoting motivation and independence in communication. It also encourages social interaction, reduces frustration, and can be used across various settings. The training protocol ensures systematic learning, which can lead to improvements in requesting, commenting, and even speech development.
However, there are limitations. PECS may not adequately support complex conversations or abstract concepts without additional tools. Some learners may find it challenging to progress through all phases or may become dependent on picture exchange. Additionally, PECS requires consistent training to maintain and generalize skills across different environments.
Research continues to explore how PECS can be integrated with other AAC systems, addressing its limitations while maximizing its strengths. Customizing approaches based on individual needs and combining PECS with technology can offer more comprehensive communication solutions in the future.
| Aspect | Description | Additional Notes |
|---|---|---|
| Accessibility | Easy to learn, portable, low cost | Suitable for all ages and cognitive levels |
| Effectiveness | Promotes requesting, social skills, and initiation | Short-term gains in speech and language are possible |
| Limitations | Less suitable for complex conversations | May require supplementation with other AAC tools |
| Transition | Can integrate with speech devices and core vocabulary | Gradual expansion of language skills |
As the field advances, combining PECS with digital AAC technologies and developing individualized protocols promise a more inclusive future for communicative development in individuals with diverse needs.
PECS, or the Picture Exchange Communication System, was developed in 1985 by Andy Bondy and Lori Frost at the Delaware Autism Program. It was created as an intervention tool to improve communication skills among children with autism by teaching them to exchange pictures to express their needs and desires. The development of PECS was grounded in applied behavior analysis, influenced by B.F. Skinner’s book, Verbal Behavior. Initially, PECS was implemented with preschool students to help facilitate functional communication. Over the years, the system expanded through extensive research and practical use worldwide. More than 240 articles across various countries have supported its effectiveness, leading to its widespread adoption. The program evolved into a structured, phased approach, teaching individuals to use picture exchanges to communicate spontaneously and effectively. Today, PECS is used across different age groups and settings, from homes to schools and community environments, continually being refined to enhance its impact.
Research examining PECS has generally supported its positive impact on individuals with autism and other communication challenges. A comprehensive review of 27 studies and a meta-analysis by Moran (2010) indicated that many children learn to use pictures to communicate quickly after beginning PECS training. The evidence also suggests that PECS can lead to improvements in social interaction and, in some cases, an increase in spoken language skills. However, the strength of evidence varies. While PECS reliably improves functional requesting behaviors, its effect on developing full vocal speech remains inconclusive. Some children with particular characteristics—such as limited motor imitation or joint attention—respond more favorably to PECS. Although overall promising, the research calls for more high-quality, randomized controlled trials to better understand how and when PECS is most effective.
Despite its widespread use and supporting research, PECS faces some criticisms. One common concern is that the system may foster prompt dependency, where users rely excessively on picture exchanges rather than developing spontaneous speech or actions. Critics also note that while PECS promotes functional requesting, it may have limited impact on expressive commenting or protesting behaviors. Furthermore, some research suggests that PECS might not promote generalized or long-term communication skills—especially in adult users or real-world situations—without supplementary strategies. As the field of augmentative and alternative communication (AAC) evolves, newer approaches emphasize multimodal communication to foster independence and more comprehensive language development. While PECS remains a valuable tool, it is increasingly viewed as part of a broader communication strategy rather than a standalone solution. Combining PECS with other interventions or transitioning to more spontaneous forms of communication can help maximize independence and functional language use.
| Aspect | Details | Additional Information |
|---|---|---|
| Development | 1985 by Andy Bondy and Lori Frost | Rooted in ABA and Skinner’s Verbal Behavior |
| Evidence | Supports improved requesting and social behaviors | Mixed results on speech development |
| Limitations | Prompt dependency, limited spontaneous commenting | Requires integration with other approaches |
Overall, PECS has established itself as an effective, evidence-based intervention for many individuals. Nonetheless, ongoing research and adaptation are vital to address its limitations and ensure it continues to meet the diverse needs of users.
The Picture Exchange Communication System continues to be a vital tool in supporting individuals with communication challenges, especially those with autism spectrum disorder. Its structured phases provide a practical pathway for building independence in communication, fostering motivation, and reducing behavioral issues related to frustration. While research predominantly supports its effectiveness—particularly in early stages—ongoing studies and evolving practices highlight the importance of integrating PECS within broader communication strategies. Proper training and certification are essential for maximizing its benefits, and future developments may further enhance its scope by combining PECS with technologies like speech-generating devices. Overall, PECS not only improves individual communication skills but also contributes significantly to inclusive education, therapy, and community participation, making it a cornerstone in AAC interventions worldwide.
Step Ahead ABA offers expert in-home ABA therapy for ages 1-21, by qualified therapists who care. We’re improving lives for families with top-tier ABA therapy that is accessible, flexible and effective.
