Picture Exchange Communication System (PECS)

Understanding the Foundation of PECS

The Picture Exchange Communication System (PECS) is a pioneering augmentative and alternative communication (AAC) method designed to support individuals with limited or no spoken language. Developed in 1985 by Lori Frost and Dr. Andrew Bondy, PECS provides a visual means for users—particularly children with autism spectrum disorder (ASD)—to express their needs, wants, and thoughts effectively, fostering greater independence and social interaction.

What is PECS?

What is the Picture Exchange Communication System (PECS)?

PECS, or the Picture Exchange Communication System, is an innovative method designed to support individuals who have difficulty with spoken language. It employs pictures or symbols that users can exchange with communication partners to express desires, thoughts, or responses. Developed in 1985 by Lori Frost and Dr. Andrew Bondy at the Delaware Autism Program, PECS is based on principles from applied behavior analysis and B.F. Skinner’s work on verbal behavior.

This system is particularly beneficial for children and adults with autism spectrum disorder (ASD), along with those who have other developmental or physical challenges affecting communication. It enables users to initiate conversations and participate more fully in social settings, reducing frustration and maladaptive behaviors.

PECS involves teaching individuals to give a picture of an item or action they want, promoting spontaneous and functional communication. Over time, the program expands from simple requesting to constructing sentences, answering questions, and commenting, using multiple symbols and attributes.

Because PECS is visual-based, it accommodates those who respond well to visual stimuli. It does not rely on speech, yet many users develop verbal language skills alongside symbol use. Its low-cost, portable nature makes it suitable for use across various environments such as homes, schools, and community settings.

In summary, PECS facilitates effective, independent communication for individuals with speech challenges, empowering them to express their needs and participate actively in their social worlds.

Operational Principles and Functionality of PECS

How does PECS work and what are its operational principles?

PECS, or the Picture Exchange Communication System, functions by teaching individuals to communicate through the exchange of pictures or symbols. This approach is grounded in the principles of Applied Behavior Analysis (ABA), which emphasize learning through structured reinforcement and prompting strategies. Individuals are trained to recognize that giving a picture to another person results in receiving the desired item or attention, encouraging purposeful communication.

The system is designed to be simple and accessible, with a step-by-step curriculum spanning six distinct phases. It starts by teaching learners to exchange a single picture to make requests and quickly builds toward constructing sentences, responding to questions, and commenting on their environment. The progression through these phases allows learners to develop increasingly complex communication skills at their own pace.

Throughout the process, PECS emphasizes reinforcement—praising or rewarding successful exchanges—and fading prompts to foster independence. Prompting might involve physical guidance or visual cues, but these are gradually reduced as the individual gains control over their communication.

An essential aspect of PECS is its use of visual supports, such as picture cards, communication books, and visual schedules, which serve as alternative representations of objects, actions, and concepts. These visual materials make learning more concrete and accessible, especially for individuals with autism or other developmental disabilities with a preference for visual stimuli.

The operational principles of PECS also include systematic error correction, ensuring that learners understand the intended communicative acts and remain motivated. The ultimate goal is to promote spontaneous, functional communication that can be initiated by the individual across different settings—home, school, or community—and with various communication partners.

Overall, PECS enhances communication by combining visual supports with a structured teaching protocol that encourages initiation, reduces frustration, minimizes challenging behaviors, and fosters social interaction. Its effectiveness in building requests, expanding language, and increasing social engagement makes it a vital tool for supporting learners with limited or no speech.

Development and Evolution of PECS

What is the developmental history of PECS?

The Picture Exchange Communication System (PECS) was created in 1985 by Lori Frost, MS, CCC-SLP, and Dr. Andrew Bondy, PhD, at the Delaware Autism Program. These pioneers aimed to develop a practical tool that helped nonverbal individuals, especially children with autism, to communicate effectively.

PECS drew inspiration from B.F. Skinner’s book, 'Verbal Behavior,' and the principles of applied behavior analysis (ABA). Skinner’s theories emphasized the importance of functional and purposeful communication, which the founders integrated into PECS. The goal was to promote spontaneous, self-initiated communication that could be generalized across various environments.

Initially, PECS began with simple exchanges where individuals learned to give a picture of a desired item to a communication partner in return for that item. This foundational phase aimed to teach requesting skills without relying on verbal prompts or sign language. As users gained confidence, the system expanded to include more complex communication forms, such as constructing sentences and responding to questions.

Over time, the structure of PECS evolved into six structured phases. These range from teaching how to make requests with single pictures to expressing comments, responding to questions, and using modifiers like attributes to expand language. Through these stages, the system encourages users to become more functional and independent communicators.

Since its development, PECS has grown into a globally recognized intervention used with individuals of all ages and abilities, particularly benefiting those with autism spectrum disorder (ASD). Its focus on naturalistic teaching methods and individual preferences has led to widespread adoption in schools, therapy centers, and homes, making it a vital tool in the realm of augmentative and alternative communication (AAC).

Today, PECS continues to evolve, supported by extensive research showing its effectiveness in reducing challenging behaviors, increasing social skills, and facilitating speech development, confirming its place as an essential element in supporting communication for those with developmental challenges.

Phases of PECS Implementation

What are the key phases of PECS implementation?

The process of implementing PECS involves a structured series of phases that guide individuals through increasingly complex communication skills. These phases are essential for systematically developing functional and spontaneous communication abilities, especially in children with autism.

The journey begins with Phase I, where the focus is on Teaching How to Communicate. Here, individuals learn to exchange a single picture of a desired item or activity with a communication partner. This simple exchange forms the foundation for initiating communication.

Next is Phase II, which emphasizes Developing Distance and Persistence. During this phase, learners are encouraged to seek out communication opportunities across different settings and to be persistent in their requests, promoting independence.

In Phase III, called Picture Discrimination, individuals learn to differentiate between several pictures and select the appropriate one to express their needs or wants. This skill is crucial for expanding communication options.

Subsequent stages—Phases IV through VI—build upon these foundational skills. Phase IV introduces constructing simple sentences using a line of picture icons, facilitating more complex expressions. In Phase V, learners learn to expand their sentences with attributes and respond to questions, enhancing their social and descriptive language.

Finally, Phase VI involves Commenting, where individuals learn to make social comments and describe their environment, thereby enriching their interactive communication.

Throughout these phases, PECS consistently promotes self-initiated, functional communication. This systematic progression ensures that learners develop the ability to communicate their needs, thoughts, and feelings effectively, fostering greater independence and social interaction.

Contexts and Settings for PECS Use

In what contexts is PECS used to support communication development?

PECS is primarily utilized for individuals with autism spectrum disorder (ASD) and other communication challenges who are nonverbal or have limited speech abilities. Its versatility allows it to be applied in various environments where communication support is needed.

In educational settings, PECS helps students initiate requests for items, respond to questions, and engage socially with peers and teachers. Classrooms equipped with PECS boards or books enable children to practice communication skills in a naturalistic context, promoting inclusion and participation.

At home, parents and caregivers use PECS to facilitate daily interactions, such as requesting food, toys, or help with chores, fostering independence and reducing frustration caused by communication barriers.

Therapy clinics also employ PECS as part of structured interventions led by speech-language pathologists or behavior therapists. These settings offer targeted instruction and systematic reinforcement to develop communication and social skills.

Additionally, PECS is effective in social environments like playgrounds or community outings, where portable picture cards enable individuals to express needs and participate actively.

PECS is widely used across different stages of development and in various settings because of its low-tech, cost-effective nature and ease of implementation, whether on a laminated communication board or in a digital format.

Social and behavioral benefits of PECS

Implementing PECS in diverse settings yields significant benefits. It encourages independence by teaching individuals to initiate communication on their own rather than relying on prompts.

The system reduces frustration and problematic behaviors such as tantrums or aggression, which often stem from an inability to express needs effectively.

Engaging with PECS fosters social interactions — individuals learn to share, comment, and respond, facilitating more meaningful relationships.

Moreover, evidence suggests that PECS supports the development of verbal language skills. Many users go on to acquire spoken words, which further enhances their ability to communicate in everyday situations.

In summary, PECS offers a flexible and effective way to support communication development in various contexts, from classrooms and homes to community settings, promoting social engagement and reducing behavior challenges.

Evidence Supporting PECS Effectiveness

Several research studies have demonstrated the positive impact of the Picture Exchange Communication System (PECS) on communication development in individuals with autism. These investigations confirm that PECS significantly enhances functional communication skills, including requesting behaviors and social interactions.

Research reviews and meta-analyses highlight consistent findings. For example, Hart and Banda (2010) analyzed multiple studies and concluded that PECS reliably increases the frequency of spontaneous requests and social initiations among users. Sulzer-Azaroff et al. (2009) also reported substantial improvements in communication, with some learners progressing from using picture cards to developing speech or transitioning to speech-generating devices.

Specifically focusing on speech development, Schreibman and Stahmer (2014) documented notable gains in spontaneous verbal speech within several months of consistent PECS usage. These findings illustrate that PECS not only supports requesting but can also serve as a foundation for verbal language growth.

Furthermore, organizations such as the National Professional Development Center on Autism Spectrum Disorder (NPDC), the Italian National Institute of Health, and the Centers for Disease Control and Prevention (CDC) recognize PECS as an evidence-based intervention. They endorse its implementation to promote communication, social skills, and reduce challenging behaviors.

In total, over 240 research articles have investigated PECS, confirming its effectiveness across diverse populations and settings. The accumulating evidence and endorsements from reputable health and education organizations establish PECS as a reliable approach for fostering communication skills among individuals with autism spectrum disorder (ASD). Implementing PECS can lead to meaningful behavioral improvements, including increased requests, social engagement, and potential speech development.

The breadth of research and professional endorsement firmly supports PECS's role in enhancing the lives of individuals with autism, making it a cornerstone intervention in evidence-based communication education.

Primary Users and Practitioners of PECS

Who are the primary users of PECS?

The main individuals who benefit from PECS are those with little to no verbal communication abilities. This includes children and adults diagnosed with autism spectrum disorder (ASD) and other developmental or speech and language impairments. These users often have echolalic speech, are unintelligible, or possess only a limited vocabulary of signs or words. Their need for practical communication tools makes PECS especially valuable.

PECS is designed to facilitate intentional interactions, allowing users to express their needs, wants, or thoughts through visual symbols. Its visual-based approach is particularly suited for people who respond well to visual stimuli and benefit from augmentative and alternative communication methods.

PECS can be effectively implemented across a broad age range, from preschoolers to adults, making it a versatile tool for diverse settings. It supports the development of spontaneous, functional communication skills, promoting independence and social interaction.

What are the training requirements for implementing PECS?

Proper training is essential for successful PECS application. Professionals, such as speech-language pathologists, behavior therapists, and educators, usually undergo a structured two-day workshop provided by certified trainers or organizations like Pyramid Educational Consultants. These training sessions typically cover all six phases of PECS, including instruction on prompting strategies, systematic error correction, and reinforcement techniques.

Parents, caregivers, teachers, siblings, and peers can also learn to implement PECS effectively after participating in training workshops. Continuous practice, fidelity to the protocol, and ongoing support increase the likelihood of positive outcomes. While initial training might require dedicated time and resources, mastering PECS enables consistent and effective use.

How is implementation supported?

Implementation support includes access to resources like communication books, visual schedules, and reinforcement tools. Trainers and consultants often provide ongoing coaching to ensure fidelity and troubleshoot challenges. Moreover, integrating PECS into natural environments such as homes and classrooms maximizes its effectiveness.

Research underscores that well-trained practitioners with systematic support tend to achieve better communication gains in users. As PECS is evidence-based and relies on principles like shaping and differential reinforcement, fidelity to the protocol enhances skill acquisition and generalization. Overall, ongoing support, practical resources, and trained personnel make PECS a sustainable tool for improving communication.

This comprehensive approach ensures PECS is accessible and practical, empowering users and those supporting them to foster meaningful communication.

Training, Resources, and Implementation Guidelines

What training or guidelines are available for implementing PECS?

Effective implementation of PECS begins with comprehensive training. Professional workshops are the primary pathway for learning the system's principles and practices. These structured, interactive workshops typically last about 13 hours and are designed for educators, therapists, parents, and caregivers.

During training, participants are introduced to the foundational concepts of PECS, including its evidence base rooted in applied behavior analysis (ABA) and Skinner’s Verbal Behavior. They learn the six phases of PECS — from teaching the initial exchange of pictures to constructing sentences, commenting, and responding to questions. This progression ensures an understanding of how to foster spontaneous, functional communication.

Trainers often use behavioral skills training (BST) methods, which incorporate modeling, role-playing, practice, and immediate feedback. Such activities help participants develop the confidence and competence to implement PECS accurately, increasing the likelihood of successful communication outcomes.

Guidelines emphasize consistency across settings and among all individuals involved, including family members and professionals. Participants are also encouraged to create a motivating learning environment that incorporates visual supports and systematic reinforcement strategies.

To support ongoing practice, resources such as visual communication books, reinforcement tools, and instructional literature are provided. These materials help reinforce correct implementation and facilitate generalization of skills across different environments.

Furthermore, training programs often include strategies for transitioning users from PECS to alternative communication forms, including speech and electronic AAC devices. This ensures that PECS acts as a foundation for broader communication development.

In sum, the availability of detailed training workshops, along with accessible resources and clear guidelines, helps ensure that PECS is implemented with fidelity, maximizing its effectiveness in improving communication skills for individuals with autism and other developmental challenges.

Benefits for Users and Caregivers

What are the benefits of PECS for users and caregivers?

PECS provides several advantages that significantly impact both users and the people supporting them. For individuals with limited or no speech, PECS promotes the development of practical communication skills. By teaching users to exchange pictures to request items, comment, or answer questions, PECS encourages spontaneous and self-initiated interactions.

This system helps foster independence, allowing users to express their needs and desires more effectively. As a result, challenging behaviors such as tantrums and aggression often decrease because frustrations related to communication barriers are alleviated.

Caregivers, teachers, and family members benefit from improved understanding of the user’s needs and preferences. This clear and consistent mode of communication makes daily routines smoother and enhances social engagement. Additionally, PECS is straightforward to implement once trained. It is low-cost, portable, and adaptable to different settings, making it accessible to a wide range of users and environments.

Furthermore, PECS not only supports speech development but also increases opportunities for social interactions and community participation. Since it promotes functional communication, users become more confident and involved in social and educational activities.

In summary, PECS helps users develop essential communication skills, boosts their independence, and improves social integration. Caregivers experience fewer frustrations and can foster more meaningful, reciprocal interactions. Its cost-effectiveness and ease of use make PECS a practical, valuable tool in diverse settings, enhancing the quality of life for both users and those supporting them.

Empowering Communication through Visual Strategies

In summary, PECS stands as a proven, accessible, and versatile communication system that has transformed the way individuals with communication challenges express themselves. Its developmental phases, grounded in behavioral science, systematically build functional skills, making it a vital tool in educational, therapeutic, and home settings. With ongoing research and widespread training initiatives, PECS continues to enable users of all ages to connect, participate, and thrive in their communities, embodying the true essence of empowering communication.

References

• The Picture Exchange Communication System (PECS)
• PECS®: An Evidence-Based Practice
• Picture Exchange Communication System (PECS)
• Exploring the Use of the Picture Exchange Communication System ...
• Picture Exchange Communication System (PECS)
• Picture Exchange Communication System - Wikipedia
• Picture Exchange Communication System (PECS)