Picture Exchange Communication System (PECS) for Children with Autism

Introduction

Children with autism often face challenges in communication, prompting ongoing innovations to facilitate understanding. One such groundbreaking system is the Picture Exchange Communication System (PECS), which has significantly impacted the world since its inception in 1985.

Developed by Andy Bindy, Ph.D., and Lori Frost, MS, CCC-SLP in the United States, PECS serves as an augmentative communication method for children with autism. It offers a viable alternative to previous, more complicated approaches. Over the past four decades, PECS has gained global implementation, proving successful across diverse age groups and various physical, cognitive, and communication challenges, emerging as a valuable tool in communication assistance.

The Picture Exchange Communication System involves six distinct phases, each designed to empower children with autism in communication, cognitive development, and independent movement.

PHASE I: How To Communicate

The initial phase establishes the foundation of the PECS process, introducing children to the system and helping them become familiar with its usage. Learners exchange pictures for desired activities, fostering comfort and understanding of the system.

PHASE II: Distance and Persistence

Building on the foundation, this phase enables learners to use single pictures in different settings, with various individuals, and over extended distances. It emphasizes persistent communication, allowing users to express their needs clearly through the PECS.

PHASE III: Picture Discrimination

This phase adds complexity by requiring learners to differentiate between pictures. They may be presented with two images and asked to express preferences, with favored items compiled in a PECS Communication Book for reference.

PHASE IV: Sentence Structure

Focused on enhancing communication, this phase guides children in constructing more complete sentences. Learners use detachable Sentence Strips to form sentences, starting with “I Want” followed by a corresponding image, providing clarity and improving communicative ability.

PHASE V: Responsive Requesting

In this phase, children can respond to specific questions from listeners, such as “What do you want?” by selecting appropriate images. Practice in earlier phases prepares them for success in this advanced stage.

PHASE VI: Commenting

The final phase enables users to respond and comment on broader questions, expanding their ability to formulate sentences. Children learn to respond to inquiries like “What is it?” or “What do you hear?”—opening up new avenues for communication.

Conclusion

Implementing PECS offers several advantages. The simplicity and universality of pictures enable effective understanding, with labeled images further streamlining communication. PECS users can avoid negative emotional associations with speech, fostering success in expressing their needs. Additionally, PECS is a cost-effective solution compared to other autism assistance programs, making it accessible to a broader audience.

Professionals such as speech pathologists, occupational therapists, psychologists, physiotherapists, and trained parents and teachers commonly practice PECS. Its increasing prevalence suggests a promising future for the system, with continued growth anticipated in PECS implementations worldwide. As the world becomes more acquainted with PECS, its transformative impact on communication for individuals with cognitive, physical, or communicative challenges is likely to become increasingly apparent.

Source

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