Picture Exchange Communication System (PECS)

June 6, 2024

Unlocking communication with PECS! Discover the power of the Picture Exchange Communication System (PECS) for speech development and beyond.

Understanding PECS

The Picture Exchange Communication System (PECS) is an augmentative and alternative communication (AAC) system that facilitates communication through the physical exchange of pictures. Initially developed for preschool children with autism spectrum disorder and related developmental disabilities, PECS has since been employed with individuals of various ages and abilities.

Introduction to PECS

PECS serves as an alternative means of communication for individuals who have not developed speech or struggle with verbal communication. By using pictures, individuals can effectively express their needs, desires, and thoughts. The system teaches individuals how to initiate communication with others through requesting highly desirable items and gradually expanding to commenting and sentence formulation. Through this process, individuals develop their communicative skills and gain greater independence.

Development and Purpose

The primary purpose of PECS is to provide individuals with a functional and effective means of communication. It allows individuals who may have limited speech or no functional communication system to express themselves and interact with others. The development of PECS involves systematically teaching individuals to use pictures to request items or make comments. It progresses through six phases of instruction, gradually building on the foundational skills acquired in previous phases.

PECS has been found to be effective for individuals of various ages and with a range of cognitive, communicative, and physical challenges. It has shown success in improving communication abilities, promoting social interaction, and enhancing overall well-being. In some cases, the use of PECS has also led to the development of speech in learners who previously had limited or no verbal skills.

Understanding the principles and techniques of PECS is essential for supporting individuals who benefit from this communication system. Seeking therapeutic intervention, such as Speech Therapy, can greatly assist individuals in mastering PECS and improving their overall communication skills. Additionally, it can address challenges in other areas, such as social interaction, behavior regulation, and emotional well-being, that individuals with difficulties in learning PECS may face.

Effectiveness of PECS

The Picture Exchange Communication System (PECS) has gained recognition as a promising communication-training program for children with autism spectrum disorders (ASD). In this section, we will explore the effectiveness of PECS in facilitating communication outcomes and speech development for individuals with ASD.

Communication Outcomes

Numerous studies and meta-analyses have examined the impact of PECS on communication outcomes in children with ASD. Results suggest that PECS is a promising intervention for enhancing communication skills in this population. In a meta-analysis, it was found that children who received PECS training demonstrated small to moderate gains in communication abilities. The use of PECS allows individuals to communicate their wants, needs, and thoughts by exchanging pictures, leading to increased social interactions and improved functional communication.

Speech Development

While PECS primarily focuses on augmentative and alternative communication, its impact on speech development has also been studied. The findings suggest that the gains in speech development following PECS training are small to negative [2]. It is important to note that PECS is not designed to replace speech but rather to provide a means of communication for individuals who may struggle with verbal expression. However, some studies have identified Phase IV of the PECS program as potentially influential for speech outcomes in children with ASD.

The effectiveness of PECS in promoting communication outcomes and speech development highlights its potential as an evidence-based intervention for individuals with ASD. By providing a structured approach to communication, PECS empowers individuals to express themselves and engage with others more effectively. While PECS may not directly enhance speech, it serves as a valuable tool for individuals who may benefit from alternative means of communication.

In the next section, we will explore the implementation of PECS, including the different phases of the program and the training and intervention strategies involved.

Implementing PECS

When implementing the Picture Exchange Communication System (PECS), there are specific phases and strategies to follow to ensure successful communication development. These include the phases of PECS and the training and intervention methods used.

Phases of PECS

PECS training progresses through six phases, as defined by the Indiana Institute on Disability and Community. These phases are:

Enticement and Initial Exchange: In this phase, the individual is motivated to communicate by using a specific picture to request a desired item or activity.
Increasing Independence: The focus of this phase is to encourage the individual to be more independent in using the PECS system, including initiating communication and expanding their vocabulary.
Selecting Target Pictures: The individual learns to generalize their communication skills by using the PECS system in different environments and with different communication partners.
Combining Object Picture with a Carrier Phrase: This phase involves combining the use of pictures with a carrier phrase, allowing the individual to request more complex sentences or express their needs and preferences.
Responding to Specific Questions: The individual learns to respond to questions using the PECS system, enhancing their ability to engage in conversations.
Introducing Commenting Behavior: In the final phase, the individual learns to make comments and share information using the PECS system.

It's important to note that the PECS program can take several months to several years to complete, and adaptations or modifications may be made to accommodate individual needs.

Training and Intervention

PECS training involves specific training and intervention strategies to support individuals in learning and effectively using the PECS system. These strategies may include:

Visual supports: Pictures used in the PECS program can include photographs, colored or black and white line drawings, and tangible symbols. The selection of picture representation type and size is based on individual needs [3].
Prompting and reinforcement: Trained professionals, such as speech-language pathologists (SLPs), provide specific prompts and reinforcement to support individuals in learning and using the PECS system effectively. Prompting techniques may include physical guidance, verbal cues, or visual cues to facilitate communication.
Generalization and maintenance: Individuals are encouraged to generalize their communication skills by using the PECS system in various environments and with different communication partners. Maintenance of skills is also important, ensuring that individuals continue to use and develop their communication abilities over time.
Individualization: The training and intervention methods used in PECS are tailored to the unique needs and abilities of each individual. The program can be adapted or modified to accommodate individual learning styles and preferences.

By following the phases of PECS and employing effective training and intervention strategies, individuals can develop functional communication skills using the PECS system. The guidance of trained professionals, such as speech-language pathologists, is crucial in supporting the successful implementation of PECS and maximizing its benefits for individuals with cognitive, physical, and communication challenges.

Challenges and Considerations

Implementing the Picture Exchange Communication System (PECS) comes with its own set of challenges and considerations. It is important to be aware of these factors in order to maximize the effectiveness of the system and support individuals in their communication journey.

Maintenance and Generalization

One of the challenges associated with PECS is maintaining and generalizing the skills learned. While individuals may initially demonstrate success with the system in structured settings, it is crucial to ensure that they can apply their communication skills in various environments and with different communication partners. This is where the concept of generalization comes into play.

Generalization refers to the ability to use communication skills across different people, places, and situations. It is important to provide opportunities for individuals to practice their PECS skills in different contexts and with different individuals. This helps to ensure that the skills are not limited to specific circumstances and can be used effectively in real-life situations.

To promote maintenance and generalization, consistent support and reinforcement are necessary. Ongoing practice and exposure to a wide range of communication situations can help individuals transfer their PECS skills to different settings. Additionally, collaboration between caregivers, educators, and therapists can facilitate a cohesive and consistent approach to maintaining and generalizing PECS skills.

Preintervention Characteristics

Considering the preintervention characteristics of individuals before implementing PECS is essential for tailoring the approach to their specific needs. Each individual has unique communication abilities, challenges, and preferences. By understanding these preintervention characteristics, educators and therapists can design an intervention plan that is tailored to the individual's requirements.

Preintervention characteristics may include factors such as the individual's current communication abilities, their level of receptive and expressive language skills, their cognitive abilities, and their motivation to communicate. Assessing these characteristics helps in determining the appropriate starting point within the PECS program and tailoring the intervention to meet the individual's specific needs.

By taking into account preintervention characteristics, educators and therapists can make informed decisions about the pace of the intervention, the complexity of the communication targets, and the level of support required. This individualized approach ensures that the PECS program is effective and meaningful for each learner.

Understanding and addressing the challenges associated with maintenance and generalization, as well as considering the preintervention characteristics of individuals, contribute to the success of implementing the Picture Exchange Communication System (PECS). By addressing these aspects, educators, therapists, and caregivers can provide the necessary support for individuals to develop their communication skills and achieve meaningful and functional communication outcomes.

Supporting PECS Learners

When implementing the Picture Exchange Communication System (PECS), it is important to provide support and guidance to ensure effective communication for individuals using this system. Here are two key aspects of supporting PECS learners: motivation and engagement and the role of a Speech Language Pathologist (SLP).

Motivation and Engagement

Motivating individuals to participate and learn is a significant challenge when teaching independent expressive communication. Introducing and teaching picture communication in a fun and engaging way can enhance motivation and improve overall engagement.

Using matching picture symbols that accurately represent activities and items can make communicative messages more understandable for individuals using PECS. By selecting highly desirable items or activities for communication exchanges, learners are more likely to be motivated to use the system. Incorporating their interests and preferences into the PECS implementation can further enhance motivation and encourage active participation.

Role of Speech Language Pathologist (SLP)

Implementing picture communication systems like PECS can be challenging for individuals, and the guidance of an experienced Speech Language Pathologist (SLP) can be beneficial. SLPs play a crucial role in the successful implementation of PECS by providing specialized expertise and support.

SLPs can assess the individual's communication needs and abilities, determine appropriate goals, and develop strategies to enhance communication skills using PECS. They can provide personalized training to individuals, their families, and educators on how to effectively use PECS and promote communication growth.

Furthermore, SLPs can tailor PECS strategies to meet the specific needs of learners, addressing challenges they may face in other areas such as social interaction, behavior regulation, and emotional well-being. Seeking therapeutic intervention, including Speech Therapy, is recommended for children struggling with PECS, as it can lead to the development of speech in some learners and significantly improve communication abilities.

By focusing on motivation and engagement and involving a Speech Language Pathologist, individuals using PECS can receive the necessary support to enhance their communication skills and overall quality of life.

Extended Applications of PECS

The Picture Exchange Communication System (PECS) was initially developed for preschool children with autism spectrum disorder and other related developmental disabilities who have not developed useful language and do not initiate communication with others. However, the applications of PECS have been extended to individuals of various ages and abilities, proving its versatility and effectiveness in promoting communication and language development.

Age and Ability Range

PECS is suitable for individuals of all ages across a wide range of disorders and needs. It has shown success with diverse communicative, cognitive, and physical difficulties. Some of the conditions in which PECS has been applied include:

Autism Spectrum Disorder
Down Syndrome
Fetal Alcohol Syndrome
Microcephaly
Cerebral Palsy
Stroke or traumatic brain injury (PECS USA)

Regardless of age or specific condition, PECS can be tailored to meet the individual's unique needs and abilities. It provides a structured and adaptable framework for facilitating communication, whether the learner is a young child or an adult.

Success Stories and Benefits

PECS is recognized as an evidence-based practice and has been adopted by The National Professional Development Centre on ASD as one of its 27 evidence-based practices. Over 190 published articles and peer-reviewed research papers provide evidence for the positive outcomes and effectiveness of PECS when implemented correctly.

One of the key benefits of PECS is its ability to teach learners to initiate communication, which is important in supporting independence. Unlike some other augmentative and alternative communication (AAC) systems, PECS requires an exchange of symbols, encouraging the individual to initiate communication themselves rather than relying solely on prompts from a communicative partner. This empowers individuals to express their wants, needs, and thoughts more independently.

By using PECS, learners not only develop their communication skills but also enhance their social interaction and engagement with others. The system promotes turn-taking, joint attention, and shared experiences, fostering meaningful connections and relationships. Furthermore, as learners gain proficiency in using PECS, it serves as a stepping stone for further speech development, as some individuals using PECS may start to develop speech alongside their use of the system [1].

The extended applications of PECS have demonstrated its effectiveness in promoting communication and language development among individuals of various ages and abilities. By providing a structured and adaptable approach to communication, PECS has transformed the lives of many individuals, enabling them to express themselves, engage with others, and increase their independence.