The Picture Exchange Communication System (PECS) is a structured, evidence-based protocol designed to teach functional communication to individuals with limited or no verbal speech. PECS is classified as an Augmentative and Alternative Communication (AAC) system, providing a method of expression other than spoken words. Developed in 1985 by Andy Bondy and Lori Frost, the system was initially created for preschool students with Autism Spectrum Disorder (ASD) to help them initiate communication. The core purpose of PECS is to give individuals a spontaneous, functional way to express their needs and wants.
Defining the Picture Exchange Communication System
PECS is a visual system where the user learns to physically exchange a picture or symbol for a desired item or activity with a communication partner. This simple act of exchange is the fundamental unit of communication taught within the system. The materials used are highly portable, typically consisting of laminated picture cards, often secured with Velcro, and organized within a specialized communication book. Each picture represents a specific object, person, or activity, allowing the user to make a clear request.
The system teaches the learner that communication is a purposeful social interaction that yields a tangible result. By focusing on the initiation of communication, PECS ensures the individual learns to seek out a partner to convey a message, rather than merely responding to a prompt. This approach shifts the individual from being a passive recipient to an active communicator.
The Foundational Principles of ABA
The effectiveness of PECS is rooted in the science of Applied Behavior Analysis (ABA), particularly the concepts outlined in B.F. Skinner’s analysis of verbal behavior. PECS is a form of functional communication training, where an appropriate communicative behavior is taught to replace a problematic behavior that serves the same function. The immediate delivery of the requested item following the picture exchange acts as a powerful and direct form of positive reinforcement.
Instructional procedures within PECS utilize specific behavioral strategies to ensure learning. For instance, the protocol strictly avoids the use of verbal prompts in the early phases to prevent prompt dependency and encourage spontaneous initiation. Instead, a specific prompting hierarchy, often involving physical guidance from a second trainer, is used to assist the learner in completing the exchange behavior. These prompts are systematically and rapidly reduced, or “faded,” as the learner begins to perform the exchange independently.
The Six Phases of PECS Implementation
The PECS protocol is taught through a highly structured sequence of six phases, each building upon the skills learned in the previous one. Phase 1, the Physical Exchange, teaches the simplest form of communication: handing a single picture of a desired item to a partner to receive that item immediately. In Phase 2, Expanding Distance and Persistence, the learner is taught to generalize the skill by traveling to retrieve the picture and approaching a partner who is farther away, fostering persistence in communication.
Picture Discrimination, Phase 3, introduces the skill of choosing the correct picture from an array of two or more symbols. The user learns to differentiate between pictures of a desired item and pictures of non-preferred items before moving to selections between two desirable choices. Phase 4, Sentence Structure, moves beyond single-word requests by introducing a detachable sentence strip. The user learns to construct a simple phrase by placing an “I want” symbol next to the picture of the requested item on the strip.
The final two phases focus on teaching more complex communicative functions. Phase 5, Responding to “What do you want?”, teaches the user to answer a direct question by selecting the appropriate sentence strip. Finally, Phase 6, Commenting, teaches the user to make spontaneous or responsive comments about the environment, such as starting a sentence strip with phrases like “I see” or “It is a,” moving the learner beyond simple requesting.
Determining Who Benefits and Communication Outcomes
PECS is an evidence-based practice used with individuals across the lifespan who exhibit a range of communication challenges, most commonly those with Autism Spectrum Disorder and other developmental disabilities. The system is particularly beneficial for those who struggle to initiate social interaction or who have limited functional speech. By providing an immediate and effective means of communication, PECS often leads to a reduction in challenging behaviors, such as tantrums or aggression, caused by communication frustration.
A common outcome of PECS implementation is that it acts as a bridge to other communication modalities. Although the primary goal is functional communication, research indicates that PECS does not inhibit the development of vocal speech, and in many cases, it may facilitate it. Users who do not develop speech often transition to more advanced Augmentative and Alternative Communication (AAC) tools, such as Speech-Generating Devices (SGDs), or to sign language, utilizing the foundational communication skills learned through the picture exchange process.