Picture exchange communication system

Picture Exchange Communication System (PECS) is a form of augmentative and alternative communication (AAC). It is typically used as an aid in communication for children with autism and other special needs. The system has been successful with a variety of ages including preschoolers, adolescents and adults who have a wide array of communicative, cognitive and physical difficulties.

History

PECS was developed in 1985, by Andy Bondy, PhD and Lori Frost, CCC/SLP, as a unique augmentative/ alternative communication system that teaches children and adults with autism and other communication deficits to initiate communication. First used at the Delaware Autistic Program, PECS has received worldwide recognition for focusing on the initiation component of communication. It was created with educators, resident care providers and families in mind.

Overview

PECS is designed to teach functional communication with an initial focus on spontaneity. It has been and continues to be implemented in a variety of settings (home, school, community) so students have the skills to communicate their wants and needs. PECS does not require complex or expensive materials since it uses picture symbols as the modality. Research has shown that many preschoolers using PECS also begin developing speech.

Philosophy

The training protocol is based on B.F. Skinner’s book, Verbal Behavior so that functional verbal operants are systematically taught using prompting and reinforcement strategies that will lead to independent communication. Verbal prompts are not used, thus building immediate initiation and avoiding prompt dependency. PECS begins with teaching a student to exchange a picture of a desired item with a “teacher”/communicative partner, who immediately honors the request. After the student learns to spontaneously request for a desired item, the system goes on to teach discrimination among symbols and then how construct a simple sentence. In the most advanced Phases, individuals are taught to respond to questions and to comment. Additionally, advanced language concepts such as size, shape, color, number, etc are also taught so the student can make their message more specific. For example, I want big yellow ball.

The foundation for the system is the "PECS Training Manual", 2nd Edition, written by Lori Frost, MS, CCC/SLP and Andrew Bondy, PhD. The manual provides all of the necessary information to implement PECS effectively. It guides readers through the six phases of training and provides examples, helpful hints and templates for data and progress reporting. This training manual is recognized by professionals in the fields of communication and behavior analysis as an effective and practical guide to one of the most innovative systems available.

PECS is especially successful if appropriately combined with elements of behavior analysis. The manual offers many suggestions on assessing reinforcers, teaching strategies, eliminating prompts and other issues. The authors encourage PECS users to create an environment that enhances and encourages communication through the use of the Pyramid Approach to Education. The manual briefly outlines the Pyramid and how it can be established in various settings.

PECS at a glance

Phase I

This phase teaches students to initiate communication right from the start by exchanging a single picture for a highly desired item.

Phase II

This phase teaches students to be persistent communicators—to actively seek out their pictures and to travel to someone to make a request.

Phase III

This phase teaches students to discriminate pictures and to select the picture that represents the item they want.

Phase IV

This phase teaches students to use sentence structure to make a request in the form of “I want (name of desired item).”

Phase V

This phase teaches students to respond to the question “What do you want?”

Phase VI

This phase teaches students to comment about things in their environment both in response to a question and spontaneously.

Expanding Vocabulary

This phase teaches students to use attributes such as colors, shapes and sizes within their requests.

References

*Bondy, A.S., and L. Frost. 1994. "The Picture Exchange Communication System." "Focus on Autistic Behavior" 9(3):1-19.
*Bondy, A.S. 2001. "PECS: Potential benefits and risks." "The Behavior Analyst Today" 2:127-132.
*Mirenda, P. 2001. "Autism, Augmentative Communication, and Assistive Technology: What Do We Really Know?" "Focus on Autism and Other Developmental Disabilities" 16(3):141-151.
*Bondy, A.S., and L. Frost. 2001. "The Picture Exchange Communication System." "Behav Modif." 25(5):725-744.