Picture Exchange Communication System (PECS)
Shanti Kurada, M.Sc., MBA
Shanti Kurada, M.Sc., MBA
Many people may know that PECS involves using pictures to communicate. But what exactly is it and how is it used and taught? If you’re considering using PECS with your child or student, this article guides you through the basics of understanding and implementing PECS based communication.
What is PECS? Who can benefit from it?
It’s a communication system for individuals who are not yet using speech as their primary mode of communication. This could be children or adults with or without autism who struggle with speech and language. They may have no speech or emerging speech. They may have a lot of language but tend to not use it unless prompted or in response to specific questions. They may struggle with articulation, making most of their speech unintelligible. They may use speech but without seeming to address the other person, so they appear to be mumbling to themselves. All of these individuals can benefit from using PECS.
Why picture-based communication?
With PECS, students use labeled picture icons in place of spoken words to get their needs and wants met, to make comments and observations, and to ask questions. Remember that speech is not the only way to communicate. Those of us who can speak fluently still rely on non-verbal forms of communication - facial expressions, gestures, subtle body language. We also use charts, graphs, flowcharts, and pictures when we present information. Individuals with speech difficulties can similarly use non-speech modalities such as gestures, signs, pointing, and pictures to communicate. This works well because, to some extent, we are all visual learners and absorb and process information better through pictures. Individuals with autism are strong visual learners, hence even those with more language benefit from the use of pictures in increasing language acquisition.
However, it must be emphasized that PECS is not limited to those with autism, it can be used to supplement and support communication for anyone struggling with expressive speech. Also, PECS is a very well-defined and specific way to use pictures to communicate. In other words, simply using pictures or other visuals is not PECS. It is therefore important to understand how PECS is defined and the procedures for implementing it.
How is PECS defined?
PECS communication begins with teaching a student to request items/activities to meet their needs and wants by having them give a picture in exchange for receiving the item/activity. A child who wants to drink juice hands over a juice icon to this mother and she then hands him the juice. This child is requesting juice from his mother like any other child. In place of giving her spoken words, “Mom, can I have some juice?”, he gives her a picture.
The Basics of PECS
At first, the emphasis is on requests that address needs and wants because this is highly motivating (compared to making comments or asking questions). The student/child can give a picture (instead of words) to ask for and receive something. Such a request replaces crying, yelling, throwing, and other forms of frustration that students may express due to their inability to use speech effectively.
A PECS communication exchange involves a “speaker” (student making a request using a picture) and a “listener” (person providing the item). The emphasis is on teaching the student to initiate the exchange, just like someone who uses speech. Thus the student learns to look at the listener, get their attention, and make the request - the interaction is both social and communicative.
Teaching PECS
PECS is taught in 6 phases:
In the first phase, a single picture is used to teach the student the basic mechanism of exchanging a picture for a desired item.
Then distance and persistence are taught - that is, the student will walk over to the listener, get her attention, and give the picture, to get an item. In this phase, a single picture is still being used.
Then the student is taught to discriminate between pictures, so that they don’t randomly pull off an icon without looking, from a book of multiple icons. Instead they learn to pick the one that matches the item they want. Here they have access to multiple icons (to make many different requests) but use only one icon at a time (single word exchanges).
From using these single word exchanges, they’re taught to make and use 3-word sentences with a sentence strip using various starters such as ‘I want’, ‘I feel’, ‘I see’, ‘I have’, etc. Distinguishing between the various sentence starters is also taught in this phase.
Next, attributes such as colors and shapes are also included in the icons to teach the student to use longer sentences and make specific choices (such as “I want the yellow candy”).
Finally, they’re taught to make comments and observations without prompting.
PECS and Speech
There’s a misconception that PECS can make users talk less. Research has shown the opposite to be true - users develop more speech by using PECS due to the added visual support, increased social contact, and learning communication intent and persistence.
As the student begins to gain speech, parents and teachers may wonder when to take away PECS. The answer lies with the student - when the student is ready. How to gauge this readiness? Observe the student with and without PECS. Questions to ask yourself -
Are they speaking at the same level (number of words used) as when using PECS?
Are they speaking at the same level of complexity (using attributes and longer sentences, expressing feelings and making spontaneous comments)?
Are they directing their communication to people and persisting (social communication) rather than mumbling to themselves?
If they’re doing the above at the same level even without PECS, then the progression to speech as the primary mode of communication can be done and the PECS can be faded out gradually.
Another type of transition can happen to a speech generating device (SGD). The student may not develop more speech but may begin to show ease of use with an AAC device after building a foundation with PECS. Once again, to fade out PECS and transition to a device, observe the student’s communication quantity, complexity/quality, and social interaction to check readiness as explained above.
Overall, PECS is an excellent communication tool for those who struggle with speech or have some speech but need another mode to expand it or those who have more speech but rarely use it. The implementation of PECS must be done systematically following the 6 phases. The power of PECS lies in teaching the student not just words but communicative intent, which helps the student actually use the language in his head by interacting with other people.
Helpful PECS resources: