PECS for functional communication
Communication is essential for all of us. It's a critical skill that allows people to express their thoughts, feelings, and desires. For children with autism verbal communication can be challenging. Picture Exchange Communication System (PECS) can help to improve that.
PECS is a unique alternative communication system developed in 1985 by Dr. Andy Bondy and Lori Frost, speech-language pathologists. The system utilizes spoken language, pictures and symbols to help nonverbal or low verbal ASD children in communicating their needs and thoughts. It's designed to be individualized and adaptable, making it appropriate for children with different needs and abilities.
PECS is based on behavioral principles of ABA. It centers on developing functional communication skills, and involves 6 different and progressive phases:
Teaching the physical exchange: the child learns to exchange a picture of a desired item with a communication partner.
Expanding spontaneity: the child learns to exchange the picture it in different settings, with different people, and across distances.
Picture discrimination: the child learns to select from two or more pictures to ask for their favorite things.
Sentence structure: the child learns to create simple sentences on a PECS communication binder by combining a "I want" picture with a picture of desired item.
Answering questions: the child learns to use PECS to answer the question, "What do you want?"
Commenting: the child learns to comment on things in their environment by using phrases such as "I hear", "I feel", "I see", etc.
The primary benefit of PECS is providing a practical way for ASD children to communicate independently. The first important advantage of PECS is flexibility: it can be used in various settings, from home to school, and can be tailored according to the child's needs. The second important advantage of PECS is enhancement of social interaction: because its enabling communication, it can help children initiate social interactions, reducing their feelings of frustration and isolation. The third advantage of PECS is development of speech: research indicates that some children who use PECS can develop or improve their speech, although PECS is not designed to teach speech.
PECS can be helpful for children and young adults with communication difficulties. For nonverbal kids who have not yet developed speech or very small amount of it, PECS provides opportunity to express themselves. For children with limited speech who may have difficulty forming and articulating words, PECS becomes a useful alternative communication method. For children with other than ASD developmental disabilities PECS is very beneficial, even if it was initially developed for children with autism.
PECS can be taught by anyone who has received a training and is familiar with the system. This involves parents, teachers, therapists, and other caregivers. Depending on the child's needs and abilities, PECS can be taught in one-on-one instruction or through a group setting.
Learning the communication may be different for every child with autism, but with PECS, it becomes a possibility for new skill and progress.
For more information, see:
Bondy, A., & Frost, L. (1994). The Picture Exchange Communication System. Focus on Autistic Behavior, 9(3), 1-19.
Frost, L., & Bondy, A. (2002). The Picture Exchange Communication System Training Manual, 2nd Edition. Pyramid Educational Products.
Ganz, J. B., & Simpson, R. L. (2004). Effects on communicative requesting and speech development of the Picture Exchange Communication System in children with characteristics of autism. Journal of Autism and Developmental Disorders, 34(4), 395-409.