Picture Exchange Communication System (PECS)

Understanding PECS

In the realm of communication, the Picture Exchange Communication System (PECS) plays a vital role in assisting individuals with expressive communication limitations. For those who have difficulty understanding how communication works, or struggle to use verbal words effectively in meaningful exchanges, PECS provides an alternative method to facilitate effective communication.

Communication Challenges

Individuals with expressive communication limitations face various challenges in effectively expressing their thoughts, needs, and desires. Some may struggle with understanding the intricacies of communication, leading to a lack of interest in engaging with others. Even those who possess some verbal capabilities may not utilize words to engage in meaningful communication exchanges.

Importance of Communication

Communication is a fundamental aspect of human interaction and plays a crucial role in various aspects of life. Effective communication enables individuals to express themselves, establish connections with others, and participate in social and educational activities. It is through communication that thoughts, emotions, and ideas are conveyed, fostering understanding, collaboration, and personal growth.

For individuals with communication challenges, the inability to express themselves can lead to frustration, isolation, and difficulties in various areas of life. The Picture Exchange Communication System (PECS) seeks to address these challenges by providing individuals with an alternative means of communication, allowing them to express their needs, wants, and thoughts more effectively.

By implementing PECS, individuals gain the ability to communicate using picture symbols, enabling them to initiate and engage in meaningful interactions with others. PECS focuses on motivating learning and making the communication process enjoyable, which is essential in fostering engagement and facilitating the acquisition of structured expressive communication skills.

Understanding the importance of communication and its impact on overall well-being, the implementation of PECS can be a transformative tool in enabling individuals with communication challenges to connect with others, express themselves, and actively participate in their daily lives.

Implementing PECS

To effectively implement the Picture Exchange Communication System (PECS), it is important to focus on two key aspects: motivating learning and using picture symbols.

Motivating Learning

Teaching independent expressive communication to students can be challenging, and it is crucial to motivate them to participate and learn. Making communication fun and motivating is essential for students to want to engage and learn structured expressive communication skills [1].

Here are some strategies to motivate learning when implementing PECS:

• Use activities and materials that are of interest to the individual. By incorporating their preferred toys, games, or activities into the communication process, you can increase their motivation to communicate.
• Provide positive reinforcement and rewards for successful communication attempts. This can be in the form of praise, tokens, or access to preferred items or activities.
• Make learning interactive and engaging. Incorporate games, songs, and interactive play to keep the individual actively involved in the communication process.

Using Picture Symbols

The use of picture symbols is a fundamental aspect of the PECS. Picture symbols provide a visual representation of objects, activities, or concepts, making communicative messages more understandable for individuals using PECS.

Consider the following tips for effectively using picture symbols in the PECS:

• Ensure that the picture symbols accurately represent the desired objects or activities. Using matching picture symbols that closely resemble the real-life items helps individuals better understand and associate the symbols with the intended meaning.
• Use a variety of picture symbols to represent a wide range of vocabulary and concepts. This allows individuals to express themselves more effectively and communicate their needs, wants, and thoughts.
• Incorporate picture symbols into daily routines and activities. Place them strategically in the environment, such as on visual schedules or communication boards, to support consistent use and reinforce their meaning.
• Regularly assess the individual's understanding and use of picture symbols. Adjust and update the symbols as needed to ensure they remain meaningful and relevant to the individual's communication needs and goals.

By focusing on motivating learning and effectively using picture symbols, the implementation of PECS can enhance communication and promote expressive communication skills for individuals facing communication challenges. The guidance of an experienced Speech Language Pathologist (SLP) can also be valuable in effectively implementing picture communication, especially for individuals who may find it difficult to communicate with pictures and identify symbolic representations. Additionally, instructional materials provided by organizations like National Autism Resources can support trained team members in teaching PECS, taking into account the abilities and goals of the individual learner.

Guidance and Support

Implementing the Picture Exchange Communication System (PECS) requires guidance and support from trained professionals to ensure its effectiveness. Two key aspects of this support are the role of Speech Language Pathologists (SLPs) and the availability of training materials.

Role of SLPs

In the successful implementation of picture exchange communication systems like PECS, the expertise of a Speech Language Pathologist (SLP) plays a crucial role. SLPs are trained professionals who specialize in communication disorders and can provide valuable guidance for implementing picture communication effectively. They have the skills and knowledge to assess individual needs, develop personalized strategies, and monitor progress throughout the process. SLPs work collaboratively with individuals, families, and educators to support and enhance communication skills.

Training Materials

To facilitate the implementation of PECS, it is essential to have access to appropriate training materials. These materials provide guidance and instructions for individuals involved in teaching and supporting the use of picture exchange communication systems. National Autism Resources offers instructional materials designed to assist trained team members in teaching PECS effectively. These materials emphasize the importance of tailoring the approach to the individual's abilities and goals, thereby enhancing the effectiveness of using PECS as a communication tool [1].

Having access to comprehensive training materials ensures that the implementation of PECS follows best practices and maximizes the potential for success. These materials often include step-by-step instructions, visual aids, and practical tips to support both the learners and the individuals involved in teaching and facilitating the use of PECS.

By combining the expertise of SLPs with the availability of training materials, individuals using PECS can receive the necessary guidance and support to enhance their communication skills. The collaboration between professionals and the utilization of appropriate resources contribute to the effective implementation of PECS and promote successful communication outcomes.

The Phases of PECS

The Picture Exchange Communication System (PECS) is a highly effective communication method for individuals with communication challenges. PECS consists of six distinct phases that aim to promote functional communication and enhance language development. Let's explore the program overview and target skills development within these phases.

Program Overview

PECS training involves a structured progression through six phases, as outlined by Indiana University Bloomington and PECS USA. The phases are designed to gradually build communication skills and foster independence. Here is a brief overview of the six phases:

1. Phase 1: Enticement and Picture Exchange: In this initial phase, the individual is motivated to initiate communication by selecting a picture of a desired item or action and exchanging it with a communication partner. This phase lays the foundation for future communication interactions.
2. Phase 2: Increasing Independence: The focus of this phase is to encourage the individual to become more independent in using the PECS system. They learn to distance themselves from the communication partner to retrieve the desired picture independently.
3. Phase 3: Selecting Target Pictures: This phase introduces the concept of selecting target pictures from a range of options. The individual learns to discriminate between different pictures to choose the one that represents their desired item or action.
4. Phase 4: Sentence Building: Building upon the previous phases, this phase teaches the individual to construct simple sentences using picture symbols. They start combining object pictures with carrier phrases, such as "I want" or "I see."
5. Phase 5: Answering Questions: In this phase, the individual learns to respond to questions about their desires using the PECS system. They become adept at using the picture symbols to answer questions like "What do you want?" or "What do you see?"
6. Phase 6: Commenting Behavior: The final phase focuses on teaching the individual to initiate commenting behavior. They learn to respond to various questioning phrases, enabling them to express their thoughts, observations, and opinions.

It's important to note that the progression through these phases may vary for each individual. Some individuals may quickly master each phase, while others may require more time and support. The key is to initiate the use of PECS and tailor the program to the individual's specific needs and abilities.

Target Skills Development

Each phase of PECS targets specific skills necessary for effective communication. The program aims to develop functional communication skills and lay the foundation for further language development. Here are some of the target skills addressed in the different phases of PECS:

Phase Target Skills

• Phase 1: Initiating communication through picture exchange
• Phase 2: Increasing independence in using the PECS system
• Phase 3: Discriminating between different picture symbols to make choices
• Phase 4: Constructing simple sentences using picture symbols
• Phase 5: Responding to questions about desires using the PECS system
• Phase 6: Initiating commenting behavior and expressing thoughts or observations

As individuals progress through the phases, they gain valuable communication skills that allow them to effectively express their wants, needs, and thoughts. While PECS is primarily designed to facilitate nonverbal communication, it may indirectly encourage speech development for some individuals, with spontaneous speech emerging during the PECS program.

By following the structured protocol of PECS and providing supportive interventions, individuals can work towards achieving functional and meaningful communication, enhancing their overall quality of life.

PECS Effectiveness

When considering the effectiveness of the Picture Exchange Communication System (PECS), it is important to examine its impact on different age groups and its relationship to speech development.

Age and Ability Range

PECS training is not limited by age, but rather by specific criteria. It can be offered to individuals of various ages, ranging from young children to adults. It is suitable for individuals with cognitive impairments, as well as those without. The versatility of PECS allows it to be tailored to the needs of each individual, regardless of age or cognitive abilities.

Speech Development

PECS has shown success in improving functional communication skills and increasing speech in individuals with a variety of communicative, cognitive, and physical difficulties. While PECS primarily focuses on non-verbal communication, it can also facilitate the development of speech skills over time.

Research has demonstrated that PECS has been effective in improving functional communication skills and increasing speech in children with Autism Spectrum Disorder (ASD) in their first language. However, its use in teaching a second or foreign language, such as English, has not been extensively studied.

For non-verbal children or those with limited speech, PECS provides them with a means to effectively communicate with others in various environments, including home, preschool, or school. By using picture symbols to convey their needs, wants, and thoughts, individuals can bridge the communication gap and engage with others more effectively.

The effectiveness of PECS in promoting speech development may vary among individuals. While some learners may eventually develop speech skills, others may continue to rely on PECS as their primary mode of communication. It is important to recognize and celebrate the progress and achievements made through the use of PECS, regardless of whether or not speech development occurs.

By understanding the age and ability range of individuals who can benefit from PECS and recognizing its impact on speech development, we can appreciate the effectiveness of this communication system in empowering individuals with different communication needs.

Ensuring Success

To maximize the effectiveness of the Picture Exchange Communication System (PECS), it is crucial to follow the established protocol and provide supportive interventions. By adhering to the protocol and offering appropriate guidance, individuals using PECS can enhance their communication skills and promote successful outcomes.

Following the Protocol

Following the PECS protocol is essential for successful implementation of the program. Deviations from the protocol may impact the overall effectiveness of the program, potentially hindering progress. The PECS protocol is designed to promote independent communication and is based on B.F. Skinner’s book, Verbal Behavior, and broad spectrum applied behavior analysis. The protocol includes specific prompting and reinforcement strategies, as well as error correction procedures for learning from mistakes. It emphasizes the use of facilitators in the early stages to support learners.

By adhering to the protocol, individuals using PECS can build immediate initiation skills, avoid prompt dependency, and develop functional communication abilities. The exchange of symbols, rather than just pointing to pictures, fosters functional communication skills, laying the foundation for further social development.

Supportive Interventions

To ensure success with PECS, it is advisable to seek guidance and support from professionals, such as Speech-Language Pathologists (SLPs). SLPs play a vital role in the effective implementation of PECS. They possess the expertise to assess and guide individuals in their use of PECS, providing tailored strategies and interventions to meet specific communication needs.

In cases where a child experiences difficulties in learning PECS or has multiple areas of concern, consulting with an SLP is recommended. Depending on the individual's needs, Occupational Therapy may also be advised to address functional areas of concern. Therapeutic intervention can significantly contribute to effective communication and prevent long-term challenges that may arise if the child is unable to master the PECS system.

By following the PECS protocol and seeking appropriate guidance and support, individuals utilizing PECS can enhance their communication skills, achieve greater independence, and foster meaningful interactions with others. The combination of adherence to the protocol and supportive interventions creates a solid foundation for successful implementation and utilization of the Picture Exchange Communication System.

References

• [1]: https://nationalautismresources.com
• ‍[2]: https://iidc.indiana.edu
• ‍[3]: https://childdevelopment.com.au
• ‍[4]: https://www.tandfonline.com
• ‍[5]: https://pecsusa.com