PECS (Picture Exchange Communication System)

WHAT IS PECS?

The Picture Exchange Communication System (PECS) was developed over a decade ago as a unique augmentative, alternative training package that allows children and adults with Autism and other communication difficulties to initiate communication. First used in the United States, PECS has received worldwide recognition for focusing on the initiation component of communication.

PECS begins with teaching students to exchange a picture of a desired item with a teacher, who immediately honours the request. For example, if they want a drink, they will give a picture of 'drink' to an adult who directly hands them a drink. Verbal prompts are not used, thus encouraging spontaneity and avoiding prompt dependency. The system goes on to teach discrimination of symbols and how to construct simple "sentences."

Ideas for teaching, commenting and other language structures such as asking and answering questions are also incorporated. It has been reported that both pre-school and older students have begun to develop speech when using PECS. The system has been successful with adolescents and adults who have a wide array of communicative, cognitive and physical difficulties.

WHO IS A CANDIDATE FOR PECS TRAINING?

PECS training is not limited by age but rather by a small set of criteria. First of all, the candidate for PECS training should be an intentional communicator. This means that the child (or adult) is aware of the need to communicate his/her message to someone, even if it is in a limited fashion.

The child (or adult) who drags someone across the room to the location of an object that he or she wishes to have, has at least a beginning notion of intentionality. The child (or adult) who attempts to obtain things without visually checking for an adult or involving him or her in some fashion in the quest to fulfil a desire or need, may not be intentional and may need a different approach before PECS training.

Secondly, the individual should have some personal preferences, in addition to having intentionality. PECS helps to teach the concept of the power of alternative communication. If one has no or weak preferences, then it may be more difficult to understand and learn the power of effective alternative communication via the PECS approach.

Sampling for preferences is a first step before beginning PECS training. It may be necessary to develop a repertoire of preferences and dislikes through trial and error or through a history of exposure to various types of food, objects, or activities when there are few strong preferences.

WHAT ARE THE ADVANTAGES OF PECS OVER OTHER METHODS OF ADDRESSING COMMUNICATION?

• Each exchange is clearly intentional and readily understood. When a child hands you a picture or sentence strip, the request or comment is quickly determined. The child is given an effective avenue for swiftly and easily meeting his needs.
• From the start, communication is initiated by the child. Children are not drilled in rote responses to specific phrases or instructions, rather they are encouraged to independently seek out communication partners in naturally occurring settings.
• Communication is meaningful and highly motivating. Reinforcement for communication is natural and strongly rewarding.
• Materials are cheap, easy to prepare, and portable. A PECS symbol can be as simple as a hand-drawn picture, or a snapshot.
• With PECS, the child has an essentially unlimited pool of potential communicative partners. Anyone willing to accept a picture is available, not just those who understand sign language or who are familiar enough with the child to understand him despite his articulation or motor planning difficulties. Children are able to generalise communication to a wide circle of people very quickly.

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