PECSPicture Exchange Communication

System

Is a Systematic approach to teaching communication created by Lori Frost, M.S., CCC/SLP and Andy Bondy, Ph. D.

Uses visual graphics and hand to hand exchangeWas created specifically for use with children who

have autismHas a user manual that outlines the 6 phases of

communication training (Frost & Bondy, 2002)

PECS

Before you begin:

-read the PECS training manual

-assess the student’s reinforcers

-prepare materials you will use (visuals, communication book, velcro etc.)

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Phase 1How to Communicate

OBJECTIVE: The student…1) sees the highly preferred object

2) picks up a picture of the item

3) reaches toward the communicative partner

4) releases the picture into the hand of the communicative partner’s hand

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Phase IIDistance and Persistence

OBJECTIVE: The student…1) Goes to the communication board2) Pulls off a picture3) Goes to the communicative partner4) Gets the communicative partner’s attention5) Releases the picture into the

communicative partner’s hand

PHASE III Picture Discrimination

OBJECTIVE: The student..1) Requests desired items by going to a

communication book2) Selects the appropriate pictures from an

array3) Goes to a communication partner4) Gives the picture to the communication

partner

Phase IVSentence Structure

OBJECTIVE: The student…1) Requests present and non-present items using a

multi-word phrase by going to the communication book

2) Picks up a picture/symbol of “I want” and puts it on a sentence strip

3) Picks out the picture of what is wanted and puts it on the sentence strip

4) Removes the sentence strip and and gives it to the communicative partner

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Attributes (sub step in Phase IV)

OBJECTIVE: The student…1) Goes to his communication book and retrieves an

attribute icon and a reinforcer icon

2) Puts the icons on the sentence strip and hands it to the communicative partner

3) Uses a variety of attribute icons and combines attributes to formulate sentences containing more than 3 icons

Phase VResponding to “What do you

want?”

OJECTIVE: The student…1) Spontaneously requests a variety of items

2) Answers the question, ‘What do you want?’

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Phase VICommenting

OBJECTIVE: The student…1) answers the questions, ‘What do you want?’ ‘What

do you hear?’ ‘What is it?’2) spontaneously makes requests3) spontaneously makes comments

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Additional Communication Skills

• Request help• Indicate “no” to Do you want?• Indicate “yes” to Do you want?• Request “Break”• Respond to “Wait”• Follow Functional Directions• Responding to Transitional Cues• Following a Visual Schedule

Discussion

Is this a feasible option to teach communication?

What are the pros and cons of using PECS?

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What Does the Research Say?

PECS is a highly to moderately effective AAC system that increases functional communication

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What does the research say? BENEFITS

Socially Valid easy to transporteasily understood by untrained persons including peersinexpensiveskills can be acquired in a reasonable amount of time

Based in Evidenceuses ABA principlesuses concrete visuals and preferred reinforcers

Usable with a Diverse Population of People with Autismeffective with people with autism across diagnosis, age, gender, race

Enhances Social Interactionsdecreases problem behaviour uses social approach to communication

What does the research say?LIMITATIONS

Phase V and VIalthough evidence supports the use of phase I - IV, further research must be conducted for the effectiveness of phase V and VI

Speech and Vocalizationsno conclusive evidence regarding the improvement of speech or vocalizations in participants

Fidelitycomplex system with many teaching procedurestraining of the ‘trainers’ is time consuming and complextraining of the student initially requires 2 trainers and is time consuming

Must be modified for some studentsvisually impaired; those with gross motor difficulties; those who cannot discriminate

ReferencesDogoe, Maud., Banda, Devender., Lock, Robin. (2010). Acquisition and Generalization of the picture exchane

communication system across settings, perons, and stimulus classes with three students with autism. Education and Training in Autism and Developmental Disabilities. 45(2) pp.216-229.

Frost, Lori, & Bondy, Andy, (2002). The Picture Exchange Communication System Training Manual. Newark , DE: Pyramid Educational Consultants.

Ganz, B. Jennifer, Earles-Vollrath, L. Theresa, Heath, K. Amy, Park, I. Richard, Rispoli, J. Mandy, & Duran, B. Jaime (2011). A meta-analysis of single case research studies on aided augmentative and alternative communications systems with individuals with autism spectrum disorder. Journal of Autism and Developmental Disorders. 41(1), pp 60-74.

Hart, L. Stephanie, & Banda, R. Devdner (2010). Picture exchange commiunication system with individuals with developmental disabilities: a meta analysis of single subject studies. Remedial special education, 31(6) pp. 476-488.