picture exchange communication system (pecs) hannah coles speech and language therapist camden...
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Picture Exchange Communication System (PECS)
Hannah Coles Speech and Language Therapist
Camden Language and Communication Service (CLCS)Camden ASD Provisions
What is PECS? A visual communication system It is a form of Augmentative & Alternative
Communication (AAC) Uses object cards to express/communicate
desires A picture of the desired object is given to a
communication partner in exchange for that item
What does PECS aim to achieve? It enables non-verbal children with autism and
other communication deficits to initiate communication with others.
PECS focuses on the initiation of communication and aims to develop the basic skills for communication, including language, social skills as well as reciprocal communication
It can be used in a variety of settings Enables non-verbal children to request/choose High rate of success in teaching spoken
communication
PECS and the Triad
PECS can be used to address the Triad of Impairments…Social and Emotional Understanding: Teaches that
communication needs a person, a topic and another person to ‘hear’ about the topic
Communication & Language: It gives a clear and easy means of communicating with or without language
Flexibility of Thought & Behaviour: By using PECS symbols, situations can be negotiated and information shared
Who should PECS be used with?
The approach was specifically devised to meet the needs of young children with ASD
However, the system has been successful with adolescents and adults who have a wide array of communication, cognitive and physical difficulties.
Now also able to be used withDifficulty with speech or intelligibilityPoor initiatorsTo develop sentence structure and length
How to get started Motivation – it is essential to start with what
engages the student Establish a motivation hierarchy, most
preferred to neutral to non preferred items. Update as preferences change Determine whether student can understand
symbols Preferably 2 people:
Child aims to communicate with adult 1. Adult 2 sits behind/beside child to assist.
Phase 1 – THE PHYSICAL EXCHANGE
Set-up: Picture of motivator on table in between adult 1 and student. Adult 1 holds the motivator in one hand and has their other hand open
Student reaches/points to motivator Adult 2 guides student’s hand to pick up
picture and place it in open hand of Adult 1 Adult 1 shows the student the picture and
exchanges it for the motivator Adult 1 may add verbal praise
Phase 2 (1) – DISTANCE & PERSISTENCE
Set-up: Adult 1 has motivator in hand and picture is attached with velcro to a communication
board/book. Student practises taking picture off the board/book
and giving it to adult 1 Then, the distance is increased between the adult
and student: Adult 1 moves away so student has to reach to give picture Adult 1 moves further away so student has to move out of
chair to give picture Adult 1 has their back turned so student has to be
persistent to give picture
Phase 2 (2) – DISTANCE & PERSISTENCE
Then, distance is increased between student and picture/book/boardAdult 1 is beside book and student stands to get
pictureAdult 1 stands away from picture and student
reaches for picture and reaches to give pictureAdult 1 stands away from picture and student
stands to get picture and reaches to give pictureStudent has to stand to get picture and walk to
give picture to adult 1Student independently gets book/board form
where it is kept and gives picture to adult 1.
Phase 3 - DISCRIMINATION
Set-up: 2 pictures on communication book/board (1 x motivator and 1 x irrelevant). Ensure the student can see the motivator
Student selects picture of motivator and adult 1 gives the item and verbal praise
If student gives picture of irrelevant item, adult 1 gives the motivator and points to the correct picture.
When student consistently gives the picture of motivator increase number of pictures to 3,4,5...
Phase 4 – SENTENCE CONSTRUCTION
Set-up: Choice of pictures and a sentence strip on board/book. Initially the motivator is in view.
Student places picture on the sentence strip and give the sentence strip to adult 1 (adult 2 may need to prompt this)
Adult 1 reads the strip while pointing and showing student
‘I want’ picture is put on book/board. Student puts ‘I want’ on sentence strip (adult 2 may need to prompt this)
Motivator moved out of sight, repeat as above.
Phase 5 – WHAT DO YOU WANT?
Set-up: Choice of pictures, ‘I want’ and a sentence strip on board/book. Motivator is in sight
Adult 1 asks ‘What do you want?’ and points to the ‘I want’ picture at the same time.
Adult 1 asks ‘What do you want?’ and delays pointing to ‘I want’ picture
Adult 1 asks ‘What do you want?’ Student independently sequences ‘I want’ & picture on sentence strip and gives to Adult 1
Phase 6 (1) - COMMENTING
Set-up: Choice of pictures, ‘I want’, ‘I see’ and a sentence strip on board/book. Adult 1 is holding a neutral item
Adult 1 asks ‘What do you see?’ and points to the ‘I see’ picture at the same time
Student places ‘I see’ on sentence strip (adult 2 may need to prompt this) and a picture
If student sequences the correct picture, Adult 1 says ‘Yes you see a…’ and gives a small reward not related to neutral item.
Adult 1 asks ‘What do you see?’ and delays pointing to ‘I see’ picture
Adult 1 asks ‘What do you see?’ and student sequences ‘I see’ & picture on sentence strip and gives to Adult 1
Adult 1 randomly asks ‘What do you want?’ & ‘What do you see?’ and student responds appropriately to each question.
Phase 6 (2) - COMMENTINGSet-up: Choice of pictures, ‘I want’, ‘I see’, ‘I have’ and a
sentence strip on board/book. Adult 1 has a neutral item.
Adult 1 gives the student the neutral item and asks at the same time ‘What do you have?’
Student places ‘I have’ on strip (adult 2 may need to prompt this) and picture of neutral item.
If the student puts correct picture, Adult 1 says ‘Yes you have a…’ and gives a small reward not related to neutral item.
Adult 1 asks ‘What do you have?’ and delays pointing to ‘I have’ picture
Adult 1 asks ‘What do you have?’ Student independently sequences ‘I see’ & picture on sentence strip and gives to Adult 1
…‘What do you smell?’, ‘What is it?’ & ‘What do you hear?’
Things to Remember It is important that the child exchanges the picture Give small quantities of the motivator if it is food/drink Let the student have the toy/activity only for a short
amount of time Alternate the communication partner/adult 1 so the
child is able to communicate with a range of people Ensure the picture has the written word at bottom Make sure the picture all the same size Keep the communication book/board in the same
place and where the student can access it
Contact DetailsCamden Language and Communication
ServiceMonday & Tuesday – 020 7388 6506
Camden ASD ProvisionsWednesday & Thursday – 020 7530 4336
Friday – 020 7539 2658