The Picture Exchange Communication System

Abstract

The Picture Exchange Communication System (PECS) was developed as a means to teach children with autism and related developmental disabilities a rapidly acquired, self-initiating, functional communication system. Its theoretical roots combine principles from applied behavior analysis and guidelines established within the field of alternative and augmentative communication. This approach has several potential advantages relative to imitation-based strategies (both vocal and gestural) and symbol selection strategies. The system begins with the exchange of simple icons but rapidly builds "sentence" structure. The system also emphasizes developing the request function prior to developing responding to simple questions and commenting. The development of requesting with a sentence structure also permits the rapid development of attributes more traditionally taught within a receptive mode. The relationship between the introduction of PECS and various other behavioral issues (i.e., social approach and behavior management) as well as its relationship to the codevelopment of speech are reviewed.

Applying Technology to Visually Support Language and Communication in Individuals with Autism Spectrum Disorders

“…The technology involved in the use of these tools can be either pointing-based (i.e., individual points to a symbol in order to communicate) or exchange-based (i.e., individual hands over a graphic symbol in exchange for an object or activity delivered by the communication partner) (Sigafoos et al 2007). The popularity of an exchange-based approach, the so-called Picture Exchange Communication System (PECS) (Bondy and Frost 1998;Bondy 1994, 2002), led to further increased acceptance of low-tech AAC approaches with this population.…”

“Brief Report: Increase in Production of Spoken Words in Some Children with Autism after PECS Teaching to Phase III”

“…Speech is usually delayed, has many unusual features among those children who do speak, and is rarely used for social interaction. Even if a child learns to speak in response to approaches and prompts, it is unusual for them to initiate a verbal communication (Bondy & Frost, 1998). Teaching children with autism to communicate through speech is an intensive and lengthy process and outcomes can be variable and somewhat unpredictable in individual children (Howlin, 1989).…”

A Review of the Efficacy of the Picture Exchange Communication System Intervention

“…The PECS protocol begins with a reinforcer assessment through which the trainer determines an ordered list of reinforcers for the individual (Bondy and Frost 1998). This is followed by six phases, which are briefly overviewed in Table 1.…”