What is PECS?

Communication is a fundamental human need. Yet for many individuals with autism spectrum disorder and other developmental disabilities, expressing wants, needs, and thoughts can be an enormous challenge. The Picture Exchange Communication System (PECS) was developed to address this vital need, offering a structured, effective approach that has changed countless lives since its inception.

Understanding PECS: Definition and Core Concepts

The Picture Exchange Communication System (PECS) is an augmentative and alternative communication approach that uses visual symbols to teach functional communication skills. Unlike some visual systems that focus primarily on receptive communication, PECS specifically teaches individuals to initiate communication through a systematic exchange-based protocol.

PECS was developed in 1984 by speech-language pathologist Lori Frost and clinical psychologist Dr. Andrew Bondy while working at the Delaware Autistic Program. Their goal was to create a communication system that emphasized spontaneity and initiation rather than simply responding to questions. What makes PECS unique is its foundation in B.F. Skinner’s analysis of verbal behavior, which provides a theoretical framework for understanding communication development.

At its core, PECS involves exchanging a picture card for a desired item or activity. This seemingly simple action actually incorporates several critical communication skills:

1. Initiation – The learner approaches someone to communicate
2. Persistence – The learner works to ensure their message is received
3. Discrimination – The learner selects specific pictures to convey their message
4. Sentence building – The learner combines symbols to create more complex messages

Unlike some other approaches, PECS doesn’t require pre-requisite skills such as eye contact, imitation abilities, or sitting behavior. This makes it accessible to a wide range of individuals who might otherwise struggle with traditional communication teaching methods.

Who Benefits from PECS?

PECS, commonly linked to autism spectrum disorder, is effective for various conditions, including developmental and intellectual disabilities, speech apraxia, language delays, traumatic brain injuries, and multiple disabilities. Suitable for all ages, PECS works best with early intervention but can be introduced anytime. The key requirement is having preferences to motivate communication. By providing immediate, meaningful outcomes, PECS helps individuals understand the purpose and power of communication.

The Six Phases of PECS: A Detailed Breakdown

PECS follows a structured, evidence-based protocol consisting of six distinct phases. Each builds upon the previous, gradually developing more sophisticated communication skills:

Phase I: How to Communicate

The first phase teaches the basic exchange. Initially, no verbal prompts are used. The focus is purely on the physical exchange of a picture for a desired item. This phase usually involves:

• Two trainers (a communicative partner and a physical prompter)
• Highly motivating items that the individual wants
• Single picture cards representing those items
• Physical guidance (if needed) to help complete the exchange

Success in Phase I is achieved when the individual independently picks up a picture, reaches toward the communication partner, and releases the picture into their hand. The immediate initiation of the exchange is what makes PECS different from systems where individuals simply point to pictures or wait to be asked what they want.

Phase II: Distance and Persistence

Once the basic exchange is mastered, Phase II introduces two new challenges:

1. Distance – Increasing the physical distance between the learner, their communication book, and the communication partner
2. Persistence – Teaching the learner to work harder to communicate when necessary

In this phase, individuals learn to get their communication book, find the correct picture, approach their communication partner (even if they’re across the room), and persist until they get their message across. This phase is crucial for developing truly functional communication that works in real-world settings.

Phase III: Picture Discrimination

In Phase III, individuals learn to select the specific picture they want from an array of options. This begins with discrimination between highly preferred items and non-preferred items and gradually increases in complexity.

The PECS communication book becomes more important in this phase. Typically, this is a ring binder with Velcro strips where pictures are stored and easily removed for communication. By the end of Phase III, many individuals can discriminate between 20-50 different pictures.

Phase IV: Sentence Structure

Phase IV introduces the sentence strip and the “I want” picture. Individuals learn to construct simple sentences by placing the “I want” card followed by the picture of the desired item on a sentence strip, then exchanging the entire strip with a communication partner.

This phase marks a significant leap in communication sophistication, as individuals begin to communicate using a subject-verb-object structure rather than single-word requests. The sentence strip becomes a detachable part of the communication book, allowing for efficient exchange.

Phase V: Answering Questions

In Phase V, individuals learn to respond to the question “What do you want?” This marks a shift from purely spontaneous requesting to responsive requesting. Individuals learn to discriminate between different question types and provide appropriate responses.

This phase helps bridge the gap between independent requesting and the more reciprocal nature of conversational exchanges. Using the “I want” sentence strip, individuals continue to build their communication skills by responding appropriately to social questions.

Phase VI: Commenting

The final phase expands communication beyond requests to include comments. Individuals learn to answer questions like “What do you see?”, “What do you hear?”, or “What is it?” using sentence starters such as “I see,” “I hear,” “I feel,” or “It is a.”

This phase represents a significant expansion of communication functions, helping individuals share experiences and observations rather than just requesting items or activities. This type of communicative sharing is fundamental to social connection and relationship building.

The Science Behind PECS: Research and Evidence

PECS is an evidence-based practice with strong scientific support, recognized by the National Autism Center. Studies show its effectiveness in developing communication skills, reducing challenging behaviors, promoting speech, increasing social engagement, and improving quality of life. Research by the Agency for Healthcare Research confirms PECS as a proven intervention for autistic children. Contrary to early concerns, PECS often enhances speech development. A Delaware Autistic Program study found that 76% of children using PECS for over a year developed speech, a finding supported by multiple studies debunking the myth that visual communication hinders verbal language growth.

Materials and Implementation

PECS is a low-tech, accessible, and affordable system requiring basic materials: a communication book (binder with Velcro strips), picture cards, sentence strips (for advanced use), and Velcro fasteners. Images should be meaningful, often starting with real photos before transitioning to symbols. As proficiency grows, card sizes shrink to a portable 1-inch format. While digital versions exist for tablets and smartphones, the tactile exchange of physical PECS remains valuable for many users.

The PECS Team: Roles and Responsibilities

Successful implementation of PECS typically involves multiple people in different roles:

1. Communication Partner – The person with whom the individual communicates (can be parents, teachers, therapists, peers, etc.)
2. Physical Prompter – Provides physical guidance during the early stages of learning, gradually fading support as skills develop
3. Speech-Language Pathologist (SLP) – Often oversees program development, provides guidance on implementation, and integrates PECS with other communication goals
4. Family Members – Play a crucial role in ensuring consistent implementation across environments
5. Educational Team – Teachers, paraprofessionals, and specialists coordinate to support PECS use in school settings

While formal PECS training is highly recommended for optimal implementation, the basic principles can be taught to a wide range of communication partners. This allows for consistent use across environments—a key factor in successful outcomes.

PECS and Speech Development

A common misconception about PECS is that it might prevent or delay speech development. Research consistently shows the opposite: PECS often facilitates verbal language development. Several factors contribute to this positive relationship:

1. PECS removes the pressure to speak, creating a less stressful communication environment
2. The system establishes the power and purpose of communication, building motivation
3. The visual supports provide a model for language structure
4. As communication skills develop, some individuals naturally begin to approximate or produce speech alongside their picture use

For some individuals, PECS serves as a bridge to verbal communication. For others, it remains a valuable communication tool throughout life, either as their primary system or as a supplement to partial speech. The goal is effective communication, regardless of the form it takes.

Benefits and Advantages of PECS

The adoption of PECS offers numerous benefits:

• Reduced frustration and challenging behaviors – When individuals can effectively communicate their needs, frustration-based behaviors often decrease significantly
• Increased independence – PECS users gain the ability to express needs without waiting for someone to ask or anticipate them
• Enhanced social interaction – The exchange-based nature of PECS naturally creates social engagement opportunities
• Development of initiation skills – Unlike some systems, PECS specifically teaches individuals to start communication interactions
• Accessibility for communication partners – Pictures are universally understood, requiring no special training for the communication partner
• Research-validated approach – Extensive scientific studies support the effectiveness of PECS
• Low-cost implementation – Compared to high-tech systems, PECS is relatively inexpensive to implement
• Portability – PECS books can travel with individuals across different environments

Implementing PECS in Different Environments

For it to be truly effective, it should be implemented consistently across all environments. This means:

1. Home – Family members should have access to the PECS book and understand how to respond to exchanges
2. School – Teachers and staff need training on proper implementation and response
3. Community – Portable mini-books or digital solutions allow for use in public settings
4. Therapy settings – Speech therapists, occupational therapists, and other providers can incorporate PECS into their sessions

Consistency is key. All communication partners should respond to PECS exchanges in the same manner to reinforce the communication process. This requires coordination and training across environments.

Conclusion

PECS is more than a communication tool. It’s a gateway to independence, self-expression, and meaningful connections. By empowering individuals with autism and other developmental disabilities to communicate effectively, PECS reduces frustration, enhances social engagement, and improves overall quality of life. Whether as a stepping stone to speech or a lifelong system, its impact on fostering independence and confidence is undeniable.

At Apple ABA, we specialize in evidence-based interventions like PECS to support individuals with autism in developing essential communication skills. Our experienced team works closely with families to create personalized strategies that empower children to express their needs and engage with the world. If you’re looking for expert guidance and compassionate support, contact us today to learn how we can help your child build independence through effective communication.

FAQs

What is PECS autism?

Picture Exchange Communication System for autism is an evidence-based approach that helps teach children with autism to communicate effectively by exchanging picture cards for desired items, developing crucial social skills even when verbal abilities are limited.

What does PECS stand for?

PECS stands for Picture Exchange Communication System, a structured functional communication system developed by Lori Frost and Dr. Andrew Bondy in 1984 to build expressive communication skills in individuals with communication challenges.

What is the PECS method of teaching?

The PECS method develops language skills through six progressive phases, starting with simple picture exchanges and advancing to selecting from two or more pictures, building sentences with a detachable sentence strip, and eventually commenting about the environment.

What is PEC in special education?

In special education, it is an augmentative communication approach used following an autism diagnosis that helps students with communication challenges express their wants, needs, and observations through systematically taught picture exchanges.