Picture Exchange Communication System (PECS)

Introduction to PECS and Its Impact on Communication Development

The Picture Exchange Communication System (PECS) is a widely recognized augmentative and alternative communication (AAC) strategy specifically designed for individuals with limited or no verbal speech, most notably those with autism spectrum disorder (ASD). Developed in 1984 by Lori Frost and Dr. Andrew Bondy at the Delaware Autism Program, PECS serves as a powerful tool to teach functional communication through visual cues, facilitating social interaction, reducing challenging behaviors, and promoting independence across various settings worldwide.

Understanding What PECS Is and Its Core Principles

What is the Picture Exchange Communication System (PECS)?

The PECS is a form of augmentative and alternative communication (AAC) designed to aid individuals with limited or no spoken language, especially those with autism spectrum disorder. It allows users to communicate by exchanging pictures, symbols, or photographs to express their needs, wants, or ideas.

Development history and creators

PECS was developed in 1984 at the Delaware Autistic Program by Lori Frost, MS, CCC-SLP, and Dr. Andy Bondy, PhD. This innovative system was created to help children initiate interactions independently, moving away from traditional prompting-based methods.

Main features and objectives

PECS focuses on teaching individuals to communicate spontaneously and functionally. Starting from exchanging simple icons to requesting items, it rapidly progresses to constructing sentences and making comments.

The system is based on behavioral principles from applied behavior analysis, such as reinforcement, shaping, and transfer of stimulus control. It involves six phases: from initial exchange of pictures to commenting and answering questions.

The main goal of PECS is to foster the development of independent, self-initiated communication. It aims to increase social interaction, support language growth, reduce challenging behaviors, and help users express their needs more effectively.

PECS is widely used around the world for children and adults with various developmental challenges. Its advantages include simplicity, cost-effectiveness, portable materials, and quick learning curve, making it a popular choice among speech therapists, educators, and families.

Who Benefits from PECS and Its Practical Applications

Who can benefit from PECS and what situations is it used in?

PECS, or the Picture Exchange Communication System, is designed to support individuals with limited or no speech abilities. It is especially effective for children and adults diagnosed with autism spectrum disorder (ASD), developmental disabilities, cerebral palsy, fetal alcohol syndrome, and microcephaly. These populations often struggle with initiating communication and expressing their needs verbally.

PECS can be implemented across various environments such as homes, schools, therapy centers, and community settings. Its primary goal is to promote functional, spontaneous communication that enhances social connections and independence.

This system is particularly beneficial in situations where traditional speech may not develop naturally or quickly enough. It teaches users to initiate interactions by exchanging pictures for desired objects or information, which helps reduce frustration and challenging behaviors. Examples include requesting items, making comments, or answering questions.

Because PECS is adaptable, it can be employed for different communication goals—from simple requesting to more complex sentence construction and social commenting. Its use in diverse settings and occasions underscores its versatility as an augmentative communication tool.

Target populations and age groups

PECS is effective for a wide age range, from preschool children to adults. While it is most common among young children with autism early in their development, many individuals across the lifespan benefit from continuing to use PECS, especially those with ongoing speech challenges.

The system suits individuals who are nonverbal, echolalic, or have a small core vocabulary but are capable of physically exchanging pictures. It is also used with people with traumatic brain injuries or other developmental delays that hinder spoken communication.

Types of communication skills developed

PECS helps develop a variety of communication skills, including:

• Requesting items or actions
• Differentiating between pictures to make choices
• Constructing simple sentences like “I want” followed by the item
• Responding to questions such as “What do you want?”
• Commenting on objects, people, or activities using phrases like “I see,” “I feel,” or “It is a”

Progressing through its six phases, individuals learn to use pictures intentionally to initiate social engagement and gain independence in their daily lives. By fostering these skills early, PECS can also support eventual speech development, making it a comprehensive approach to augmentative communication.

Goals, Benefits, and Evidence Supporting PECS

What are the main goals and benefits of the PECS system?

The primary aim of the PECS (Picture Exchange Communication System) is to help individuals, particularly children with autism spectrum disorder (ASD), develop a means to communicate intentionally and effectively using pictures. This system allows users to initiate interactions by signaling their needs, wants, or thoughts without relying solely on speech. One of the notable benefits is fostering spontaneous communication, which can decrease frustration and reduce challenging behaviors often associated with communication difficulties.

PECS also promotes social engagement and relationships by enabling children to express themselves more clearly to peers, family members, and educators. It can support the development of spoken language by modeling speech during picture exchanges and helps establish independence across different settings, such as classrooms, homes, and community environments. Ultimately, it aims to improve quality of life by providing a practical tool for functional communication, building social skills, and encouraging ongoing language growth.

The Structure of PECS: Phases and Techniques

What are the phases involved in implementing PECS?

The implementation of PECS involves six distinct phases that systematically develop communication skills. Phase I, "How to Communicate," teaches individuals to exchange single pictures to request items or activities. Phase II, "Distance and Persistence," focuses on generalizing requesting skills across settings and with different people.

Phase III, "Picture Discrimination," involves selecting the correct picture from multiple choices to communicate preferences. Phase IV, "Sentence Structure," introduces constructing simple sentences using a sentence strip starting with “I want.” Finally, Phases V and VI, "Responsive Requesting" and "Commenting," train individuals to respond to questions like “What do you want?” and to comment about their environment using phrases such as “I see” or “I hear.”

Objectives of each phase

Each phase of PECS has specific aims to build upon the previous skills.

• Phase I: Teach the student to initiate communication by exchanging a picture for a desired item.
• Phase II: Encourage persistence and distance in requesting, enabling communication across different environments.
• Phase III: Develop the ability to discriminate between different pictures to accurately express preferences.
• Phase IV: Introduce sentence structure, allowing users to form basic requests.
• Phase V: Facilitate answering questions about wants or needs.
• Phase VI: Promote commenting and expressing observations about the environment.

Methodology and teaching strategies

PECS employs a range of behavioral intervention techniques influenced by applied behavior analysis.

• Modeling: Demonstrating picture exchanges and sentence construction.
• Prompting and Fading: Using prompts initially and gradually reducing assistance.
• Chaining: Linking skills across phases, such as connecting requesting with sentence formation.
• Reinforcement: Providing immediate rewards for successful exchanges to encourage continued use.
• Environmental Engineering: Arranging settings to naturally support communication opportunities. Most training is conducted in naturalistic settings like homes and schools, with professionals guiding caregivers and educators through structured instructional methods. This approach emphasizes hands-on learning, repeated practice, and consistency across environments to ensure learners develop functional communication skills.

Teaching Methodology and Resources for PECS

How is PECS taught and what is its methodology?

PECS employs a structured, step-by-step approach grounded in applied behavior analysis principles. It begins with teaching individuals to exchange simple pictures for desired items or activities through reinforcement and prompting. Trainers or caregivers typically use modeling, physical guidance, and cues to help learners understand the exchange process. As learners progress, they move through multiple phases—starting with requesting items and advancing to constructing sentences and commenting. The methodology emphasizes naturalistic teaching, where communication is practiced in everyday settings, encouraging spontaneity and independence.

The core idea is to shape communication behaviors by using reinforcement for successful exchanges, gradually increasing complexity. For example, initially, a child learns to give a picture of a favorite snack for the actual snack. Over time, they learn to discriminate among pictures, form simple sentences like "I want" plus an item, and respond to questions. This progression builds functional, self-initiated communication, reducing frustration and promoting social interaction.

Resources and materials available for PECS implementation

Numerous resources support PECS training and implementation. The most authoritative materials come from Pyramid Educational Consultants, the creators of PECS, which offers official PECS communication books, visual schedules, reinforcement tools, and detailed manuals.

Online platforms provide downloadable PECS picture icons, templates, and activity ideas tailored to individual needs. Workshops and training sessions are also available—often run by certified trainers—covering essential skills and strategies for effective delivery. Many practitioners use portable PECS books, which allow seamless communication across settings like home, school, or community.

Implementation tips

For successful PECS implementation, consistent use across settings is crucial. Using portable and durable communication books ensures availability in various environments. Proper training from certified providers helps caregivers and educators to accurately follow the protocol, ensuring high procedural fidelity.

It’s important to start with clear goals—such as requesting or commenting—and gradually introduce more advanced phases. Observing the learner’s responses and adjusting prompts and reinforcement accordingly enhances learning outcomes.

Caregivers should remain patient and persistent, providing lots of praise and encouragement. Incorporating PECS into daily routines increases its effectiveness and helps develop natural communication skills.

Aspect	Description	Additional Notes
Training Process	Usually a 2-day workshop led by certified trainers; includes modeling, role-playing, and feedback	Certification may be required for practitioners
Materials	PECS books, picture icons, reinforcement tools, digital resources	Customizable to individual interests and needs
Implementation Tips	Consistency, naturalistic teaching, reinforcement, ongoing support	Use in all settings for best results

Future Directions and Considerations for PECS Implementation

As research continues to support PECS as an effective tool for enhancing communication skills among individuals with developmental disabilities, ongoing training and resource development remain critical. Organizations like Pyramid Educational Consultants offer comprehensive training programs, resources, and consultation services to ensure proper implementation. While PECS has demonstrated significant benefits, practitioners should consider individual needs, setting, and potential to generalize skills beyond structured sessions. With tailored support and adherence to proven methodologies, PECS will continue to be a vital component of communication intervention strategies for fostering independence and meaningful social connections.

References

• PECS®: An Evidence-Based Practice
• The Picture Exchange Communication System (PECS)
• Picture Exchange Communication System (PECS)
• Picture Exchange Communication System
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