What is a Picture Exchange Communication System?

Image of parent and autistic child

PECS stands for “Picture Exchange Communication System.” It is a widely used and evidence-based Augmentative and Alternative Communication (AAC) system designed to support individuals, including those with Autism Spectrum Disorder (ASD), who have difficulty with verbal communication or expressive language. PECS uses a system of pictures or symbols to facilitate communication.

Here are the key components of PECS:

  1. Picture-Based Communication: In PECS, individuals use pictures or symbols (often laminated or made into cards) to represent objects, actions, or concepts they want to communicate. These pictures are typically stored in a communication book or binder.

  2. Exchange of Pictures: The individual is taught to exchange a specific picture card with a communication partner (usually a caregiver, therapist, or teacher) in exchange for a desired item, action, or response. This initial exchange is usually very simple, such as exchanging a picture of a preferred toy for the actual toy.

  3. Communication Initiation: PECS encourages individuals to initiate communication by selecting and giving the appropriate picture card to their communication partner. This promotes choice-making and social interaction.

  4. Building Sentences: As individuals progress with PECS, they learn to combine picture cards to create more complex sentences or requests. This helps them express a wider range of needs and desires.

  5. Expanding Communication Skills: PECS can be used to teach other communication skills, such as commenting, asking questions, or making requests for information.

  6. Generalization and Flexibility: The goal of PECS is to facilitate functional communication in various settings and with different communication partners. Individuals are encouraged to use PECS in a range of situations.

PECS is often introduced and implemented by speech-language pathologists, special education teachers, or other trained professionals. It is particularly beneficial for individuals who have challenges with expressive language, social communication, or who may not respond well to other forms of AAC.

One of the strengths of PECS is its emphasis on teaching individuals to initiate communication independently. It can be tailored to the specific needs and abilities of each individual, making it a flexible and customizable system. PECS has been found to be effective in improving communication skills and reducing frustration for many individuals with communication challenges.

Here are some additional details and benefits of the Picture Exchange Communication System (PECS):

  • Visual Supports: PECS relies on visual supports, which can be especially beneficial for individuals with autism and other communication difficulties. Visual information is often more accessible and understandable for these individuals compared to verbal communication.

  • Reduces Frustration: For individuals who have difficulty expressing their needs and wants verbally, PECS can significantly reduce frustration. It gives them a tangible and structured way to communicate their desires.

  • Promotes Independence: PECS encourages individuals to take an active role in their communication. They learn to initiate interactions and make choices independently, promoting a sense of autonomy.

  • Enhances Social Interaction: The exchange of picture cards in PECS encourages social interaction and turn-taking. It provides opportunities for individuals to engage with communication partners and build relationships.

  • Customizable and Adaptable: PECS can be customized to match the individual’s communication goals, preferences, and skill level. It can be adapted to suit various environments, including home, school, and community settings.

  • Teaching Functional Communication: PECS focuses on teaching functional communication skills by allowing individuals to request items they need or want in their daily lives. This can include food, toys, activities, or assistance.

  • Can Lead to Speech Development: While PECS is primarily a non-verbal communication system, some individuals using PECS may eventually transition to speech or develop verbal communication skills as they become more proficient in expressing themselves.

  • Data Collection: PECS allows professionals and caregivers to track and monitor the individual’s communication progress systematically. This data can inform adjustments to the communication system and strategies.

  • Supports Transition to Other AAC Systems: For some individuals, PECS can serve as a bridge to more advanced AAC systems, such as speech-generating devices (SGDs) or specialized apps, if they show readiness to use technology-assisted communication.

  • Family Involvement: PECS encourages family involvement and training. Parents and caregivers are often taught how to implement PECS strategies at home, ensuring consistency and continued progress.

  • Training and Implementation: PECS is most effective when introduced and implemented by professionals who have received specific training in the PECS approach. Training typically covers the principles of PECS, how to assess and select appropriate pictures, and how to teach individuals to use the system.

  • Consistency is Key: For PECS to be successful, it’s crucial that all communication partners (parents, teachers, therapists, etc.) consistently follow the PECS protocol. This consistency helps the individual understand and trust the system.

  • Reinforcement and Motivation: To encourage the use of PECS, it’s important to reinforce successful communication exchanges. Provide immediate access to desired items or actions when the individual uses the system effectively. This reinforces the connection between communication and desired outcomes.

  • Individualized Communication Books: Customize the communication book or binder with pictures that are relevant and meaningful to the individual. Include a variety of preferred items, activities, and requests.

  • Expand Vocabulary: As the individual becomes proficient with PECS, expand their vocabulary by introducing new pictures and teaching them to create more complex sentences. This allows for a broader range of communication.

  • Use in Various Settings: Practice using PECS in different environments, including the classroom, home, and community. This helps the individual generalize their communication skills across settings.

  • Addressing Challenging Behavior: In some cases, challenging behaviors may be linked to communication difficulties. By providing an effective means of communication through PECS, you may observe a reduction in problem behaviors.

  • Transition Planning: If an individual using PECS is transitioning to a new school, classroom, or educational setting, ensure that the PECS system is introduced and supported in the new environment. Collaboration between educators is crucial for a smooth transition.

  • Ongoing Assessment: Continuously assess the individual’s progress with PECS and their overall communication development. Make adjustments to the system and strategies as needed to meet evolving needs.

  • Empowerment: PECS can empower individuals by giving them a voice and a means to express their preferences, needs, and desires. This empowerment can lead to increased self-esteem and confidence.

  • Family and Caregiver Support: Provide training and support to family members and caregivers so they can effectively implement PECS at home and in community settings. This promotes consistent communication support.

  • Celebrate Communication: Celebrate each communication success, no matter how small. Positive reinforcement and encouragement are essential components of the PECS approach.

  • Flexibility and Adaptability: PECS is a flexible system that can be adapted to suit the changing needs of the individual. As their communication skills and preferences evolve, the system can be adjusted accordingly.

  • Incorporate Natural Communication Opportunities: Encourage the use of PECS during natural communication opportunities throughout the day. This helps the individual generalize their skills and use them in real-life situations.

  • Modeling Communication: Model the use of PECS by demonstrating how to select and exchange picture cards. This modeling helps individuals learn how to use the system effectively.

  • Communication Partners’ Responsiveness: Communication partners should respond promptly and positively when an individual uses PECS. This reinforces the individual’s communication attempts and encourages further use.

  • Pairing with Speech: For individuals who have some verbal language, continue to encourage speech alongside the use of PECS. PECS and speech can complement each other and provide multiple means of communication.

  • Transition to More Advanced AAC: For some individuals, particularly those with more advanced communication needs, there may come a time when transitioning to a more sophisticated AAC system, such as a speech-generating device (SGD), is appropriate. The transition should be carefully planned and supported.

  • Data Collection: Maintain detailed records of the individual’s progress with PECS. This data can be valuable for tracking their development, identifying areas of growth, and informing decision-making.

  • Collaborate with a Multidisciplinary Team: Communication and behavioral therapists, educators, and other professionals should collaborate closely to provide comprehensive support. Regular team meetings can ensure a coordinated and effective approach.

  • Advocacy for Access: Advocate for the individual’s access to PECS in various settings, including school, therapy, and community environments. Ensure that PECS is integrated into the individual’s daily routines and activities.

  • Promote Self-Determination: Encourage the individual to use PECS to express their preferences, needs, and choices independently. This promotes self-determination and decision-making.

  • Respect Communication Preferences: Respect the individual’s choice of communication method, whether it’s PECS, speech, sign language, or a combination of these. The goal is to provide effective means of communication that suit the individual’s comfort and abilities.

  • Transition Planning for Adulthood: For individuals transitioning to adulthood, plan for continued support in using communication systems like PECS in vocational, community, and independent living settings.

  • Educate Peers and Community: Educate peers, classmates, and community members about the individual’s communication needs and the use of PECS. Promote understanding and inclusion.

PECS is a valuable tool for promoting communication and enhancing the quality of life for individuals with communication challenges. Successful implementation of PECS involves a collaborative, person-centered, and data-driven approach, where the individual’s unique needs and preferences guide the communication strategies and interventions.

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