Understanding PECS
The Picture Exchange Communication System (PECS) is a unique alternative and augmentative communication approach created by Lori Frost and Andy Bondy in 1985. Currently in its second edition, PECS is designed to facilitate communication for individuals with challenges in expressive language skills. PECS consists of six distinct phases, each aimed at advancing communication skills gradually.
What is PECS?
PECS, developed at the Delaware Autistic Program, is a modified applied behavior analysis program that focuses on early nonverbal symbolic communication training. It is conducted within a larger positive behavioral support framework called the Pyramid Approach. The key concept of PECS involves using pictures as a medium for communication, allowing individuals to initiate communication by exchanging pictures with a communication partner [2].
PECS was initially implemented with preschool students diagnosed with autism at the Delaware Autism Program. Over the years, it has been successfully deployed globally with learners of various ages facing cognitive, physical, and communication challenges.
Development and Implementation
In the development and implementation of PECS, individuals are taught to select a picture, pick it up, and hand it to their communication partner as a means of expressing their needs and desires. This structured approach reduces the prerequisite skills necessary for learners to engage in effective communication. Physical prompts are utilized to support individuals in the initial stages of using PECS, gradually fading them as communication skills improve [4].
The implementation of PECS can have a profound impact on individuals, aiding in the understanding of communication concepts and potentially motivating the transition to verbal language. It is crucial to integrate PECS into various aspects of daily life to provide consistent opportunities for communication growth, rather than limiting its use to specific activities or times.
Phases of PECS
The Picture Exchange Communication System (PECS) is a structured program designed to enhance communication skills for individuals with autism. It consists of six distinct phases that guide learners through a progressive journey towards achieving effective communication through the use of pictures or symbols.
Phase 1: Initial Exchange
In the first phase of PECS, learners are introduced to the basics of communication by initiating simple exchanges with the help of enticement and physical assistance. They are taught how to request desired items or actions by selecting and handing over a picture or symbol to their communication partner. This foundational phase sets the stage for developing more advanced communication skills [2].
Phase 2: Increasing Complexity
As learners progress to the second phase of PECS, they start to work on increasing the complexity of their communication exchanges. This phase focuses on utilizing pictures to construct sentences, understand attributes, respond to questions, and make comments. The goal is to foster functional communication development, with some learners moving towards verbal speech while others transition to using speech-generating devices.
Phase 3: Developing Skills
The third phase of PECS is dedicated to honing and expanding communication skills. Learners engage in various tasks such as initiating communication, retrieving and delivering icons, discriminating between pictures, structuring sentences, answering questions, and making spontaneous comments. Each step in this phase is carefully designed to advance the learner’s communication abilities and promote independence in communication tasks.
Phase 4: Enhanced Communication
Achieving enhanced communication through PECS involves attending official training sessions offered by Pyramid Educational Consultants. These training sessions provide a comprehensive understanding of the PECS system, emphasizing the importance of flexibility and troubleshooting when assisting learners at their individual pace. Successful implementation of PECS relies on educators being well-versed in the system to optimize communication outcomes.
Phase 5: Advancing Communication
In the fifth phase of PECS, learners progress towards more advanced communication skills. They learn to exchange pictures with modifiers, answer questions, and engage in spontaneous commenting with their communication partners. The primary objective of this phase is to encourage functional communication that is tailored to the individual’s unique needs and abilities [7].
Phase 6: Achieving Full Communication
The final phase of PECS marks the journey towards achieving full communication capabilities. As individuals progress through the program, they exhibit varying levels of communication outcomes, indicating significant variability in their communication progress. The ultimate goal of PECS is to empower individuals with autism to effectively communicate and interact with their environment, promoting independence and quality of life.
Impact of PECS
The Picture Exchange Communication System (PECS) has shown significant impact in enhancing communication skills, especially among individuals with autism. Research studies have delved into the effectiveness of PECS in improving communication and language outcomes, shedding light on its benefits in fostering meaningful interactions.
Research Studies on PECS
Studies suggest a correlation between higher cognitive and language functioning levels in children and improved outcomes during PECS training sessions. The ability to acquire skills and achieve communication milestones within the PECS framework is influenced by the individual’s cognitive and adaptive skill levels.
Effectiveness in Communication Improvement
PECS has demonstrated effectiveness in enhancing communication skills by focusing on meaningful interactions initiated by the individual. By utilizing the exchange of pictures, PECS facilitates communication skills such as approaching and interacting, thus promoting engagement and expression [6].
In a single-subject study involving high-functioning children with autism, PECS was found to be effective in improving English vocabulary learning. The study utilized an experimental design and observed performance improvements in communication following the intervention sessions. This highlights the practical outcomes and success of PECS in aiding language development among individuals with autism.
Factors Influencing PECS
In the realm of the Picture Exchange Communication System (PECS), various factors play a pivotal role in influencing the outcomes and effectiveness of this communication approach. Among these factors are cognitive and adaptive skills, as well as the variability in communication outcomes observed during PECS training.
Cognitive and Adaptive Skills
Studies, as cited by (PubMed Central), have highlighted the significant impact of cognitive and adaptive skills on the success of individuals in achieving higher phases of the Picture Exchange Communication System (PECS). Participants who excelled in PECS demonstrated differences in overall, verbal, and nonverbal mental age, matching abilities, and adaptive behavior levels.
The importance of cognitive and adaptive skill levels becomes apparent in the context of PECS outcomes, underscoring the need for individuals to possess a certain level of cognitive functioning and adaptive behavior to progress effectively through the different phases of PECS. Those with higher cognitive and language functioning levels tend to show improved rates of skill acquisition and communication outcomes during PECS training sessions.
Communication Outcomes Variability
Notably, (PubMed Central) points out the variability in communication outcomes across individuals and studies within the Picture Exchange Communication System (PECS) framework. This variability is evident in the diverse phases of PECS achieved by participants, reflecting the significant differences in communication outcomes observed during PECS implementations.
The observed variations in communication outcomes underscore the individualized nature of the PECS approach and emphasize the need for tailored strategies that consider the unique cognitive and adaptive profiles of participants. Understanding and addressing this variability can inform more targeted interventions and support efforts to enhance communication skills through the PECS methodology.
By acknowledging the influence of cognitive and adaptive skills while recognizing the inherent variability in communication outcomes, stakeholders involved in PECS interventions can better tailor their approaches to meet the diverse needs and abilities of individuals engaging in this structured communication system. Through a holistic understanding of these influencing factors, practitioners can optimize the potential impact of PECS on communication development and enhance the overall effectiveness of this valuable tool in fostering expressive and functional communication skills.
PECS Training
To effectively utilize the Picture Exchange Communication System (PECS) and harness its benefits for individuals with communication challenges, undergoing official training sessions is essential. These training programs, often provided by the Pyramid Educational Consultants, are designed to equip educators, therapists, and caregivers with the necessary skills to implement PECS successfully [1].
Official Training Sessions
Official PECS training sessions are structured to offer a comprehensive understanding of the PECS methodology and its application in various settings. The training emphasizes the importance of flexibility and the ability to troubleshoot effectively when working with individuals at their unique pace. Participants are guided on how to establish communication using picture exchanges, progressing through the phases of PECS to promote functional communication.
It’s important to note that PECS training is not limited by age but rather by specific criteria. It can be beneficial for adults with cognitive impairments as well as children without impairments. Candidates for PECS training should be intentional communicators who understand the need to convey messages and have personal preferences.
Implementing PECS Successfully
Implementing PECS successfully requires a deep understanding of the system and its underlying principles. By incorporating the strategies learned during training, educators and caregivers can create a supportive environment that encourages effective communication using PECS techniques. These may include creating structured communication opportunities, providing visual supports, and building trust with individuals utilizing the PECS approach.
Throughout the implementation process, it is crucial to remain patient and consistent, allowing individuals to grasp the concepts of PECS at their own pace. Encouraging participation and motivation, along with providing positive reinforcement, can enhance the learning experience and foster communication growth. As individuals progress through the phases of PECS, educators and caregivers play a vital role in supporting their development and ensuring that they achieve success in their communication journey.
Challenges and Considerations
When implementing the Picture Exchange Communication System (PECS), there are various challenges and considerations that need to be addressed to ensure its successful application. Two key aspects include motivation and participation of individuals using PECS and the importance of proper support for learners in utilizing this communication system.
Motivation and Participation
Motivation and active participation play a critical role in the effectiveness of PECS. The use of matching picture symbols that accurately represent the desired activity or message can significantly enhance communication for individuals with expressive communication limitations. By incorporating visuals that are relevant and easily understood, the likelihood of successful communication exchanges increases [10].
It’s essential to create a supportive and encouraging environment that fosters engagement and enthusiasm in using PECS. Understanding the individual’s preferences and interests can help tailor the picture symbols to align with their specific needs and motivations, ultimately enhancing their willingness to participate in communication exchanges.
Supporting Learners with PECS
Navigating communication through pictures and identifying symbolic representations can pose challenges for some individuals. In such cases, seeking guidance from an experienced Speech Language Pathologist (SLP) can provide valuable insights and strategies for effectively implementing picture communication within the PECS framework. The expertise of an SLP can help customize the communication approach to match the learner’s unique abilities and communication goals.
Furthermore, trained team members or caregivers supporting individuals using PECS may benefit from educational materials designed to assist in the successful implementation of picture communication methods. While instructional tools can be valuable resources, it is crucial to personalize the learning materials based on the student’s capabilities and objectives. Tailoring the support and guidance to meet the unique needs of each learner can maximize the effectiveness of PECS and empower individuals with communication challenges to express themselves confidently and effectively.
