The Picture Exchange Communication System
Implementing Alternative Communication with Autistic Children
Nov 29, 2008
Developed in 1985, by Andy Bondy, PhD and Lori Frost, CCC/SLP, the picture exchange communication system (PECS) is a form of augmentive and alternative communication (AAC) that uses pictures instead of words to help children communicate. PECS was designed especially for children with autism who have delays in speech development.
The Theory Behind PECS
Without having to use spoken words, a child is able to turn an inner desire into an external reward. It is thought that tangible rewards are more reinforcing to children with autism than social rewards.
For children with autism, approaching another person socially can be difficult. However, with PECS, the child is not expected to speak, so the initial approach may be less intimidating.
The Phases of Picture Exchange
The Picture Exchange Program is usually taught in six phases.
- When first learning to use PECS the communication partner receives the card, the request is spoken aloud ("Oh, you want the cookie!"). At this point, the requested item is given to the child. , the child is given a set of pictures of favorite foods or toys. When the child wants one of these items, the picture is given to a communication partner (parent, caregiver, or even another child).
- The child continues to request motivating items or activities, only now he is required to move a longer distance to get to a communication partner or to get to the picture. Also, requests are made in various settings and with different partners. The child begins expanding his vocabulary of symbols, requesting different reinforcing objects or activities.
- In the third phase of the PECS system, the child begins to discriminate between a number of items on a board, making choices as to what items she may want, or activities she may want to try. The child begins by answering forms of the question, "What do you want?" but these are faded quickly so the child will make choices spontaneously as well as in response to a question.
- The program begins to focus on sentence structure. The child is taught to use sentence strips to make longer requests. The child will start combining a picture for "I want" with a picture of the requested item or activity. The two pictures will be attached to a sentence strip and the entire strip would be exchanged with the communicative partner for the pictured item or activity.
- Adjectives and other words can be added to the child's repertoire to help her further refine her requests. For example, she could move from "I want candy," to "I want three green candies." In this phase, the communication partner asks the child this direct question, and waits for the child to hand him/her a picture card.
- The child is taught to comment on elements of his environment. The communication partner holds up an interesting object, asking the child, "What do you see?" at the same time pointing out the "I see ____" card. The child is then prompted to place the picture card representing the object next to the "I see ____" card. The partner then comments on the cards ("Yes! I see ___ too").
The learning process may take weeks, months or years to complete. Given that many people with autism tend to learn visually, it makes good sense to communicate with images. Images are a universal means of communication which means children are able to generalize communication to a wide circle of people very quickly. Each exchange provides a child with a creative outlet for self-expression.
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