Picture Exchange Communication System

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Picture Exchange Communication System (PECS) is a form of augmentative and alternative communication. It is typically used as an aid in communication for children with autism and other special needs. The system has been used with a variety of ages including preschoolers, adolescents and adults who have a wide array of communicative, cognitive and physical difficulties. PECS has been the subject of academic research.[1] It was developed in 1985 by Lori Frost, M.S., CCC-SLP and Andy Bondy, Ph.D.

Contents

Overview [edit]

PECS is designed to teach functional communication with an initial focus on spontaneity. It has been and continues to be implemented in a variety of settings (home, school, community) so users have the skills to communicate their wants and needs. PECS does not require complex or expensive materials since it uses picture symbols as the modality. PECS is a method to teach young children a way of communicating within a social context. Research has shown that many preschoolers using PECS also begin developing speech.[2]

Philosophy [edit]

The training protocol is based on B.F. Skinner’s book Verbal Behavior. Functional verbal operants are systematically taught using prompting and reinforcement strategies that will lead to independent communication. Verbal prompts are not used during the early phases, thus building immediate initiation and avoiding prompt dependency. PECS begins with teaching a student to exchange a picture of a desired item with a teacher/communicative partner, who immediately honors the request. After the student learns to spontaneously request for a desired item, the system goes on to teach discrimination among symbols and then how to construct a simple sentence. In the most advanced phases, individuals are taught to respond to questions and to comment. Additionally, advanced language concepts such as size, shape, color, number, etc. are also taught so the student can make their message more specific. For example, I want big yellow ball.

PECS is intended to be combined with elements of behavior analysis.

PECS Protocol [edit]

The PECs Protocol occurs in six stages:

  • Phase I: Teaches learners initiation of communication through the use of a single picture for a desired item.
    During phase 1 the trainer reacts to picture exchange as though the child has just spoken. This reinforces the act of communicating.
  • Phase II: Teaches learners to be persistent communicators by seeking out pictures and communication partners in order to make requests.
    During phase II the child learns to initiate spontaneous communication without prompting.[2]
  • Phase III: Teaches learners discrimination of pictures and how to select the picture which depicts the desired item.
    For children who have difficulty with picture discrimination, mini objects can be used followed by a gradual shift to pictures.[2]
  • Phase IV: Teaches learners sentence structure; making requests in by expressing "I want ____ ____."
    Teaching children using PECS to create a sentence "I want __ __" is a way to increase the complexity of their communicative exchanges.[2]
  • Phase V: Teaches learners to respond to the prompt, "What do you want?"
    The goal of this phase is for the child to respond "I want __ __" regardless of if the item is present.
  • Phase VI: Teaches learners to respond to questions as well as comment spontaneously on their environment.
  • Expansion of Vocabulary: Teaches learners to use attributes in their requests, such as shapes, colors, and sizes.

Depending on the age and cognitive level of the user, the time to master PECS will vary. Charlop-Christy et al., (2002) report that it takes an average of 246 trials for users to master all six phases of PECS. Bondy & Frost (2001) emphasize the importance of choosing reinforcers that are consistently motivating to the user.[3]

Effectiveness [edit]

There is evidence that PECS is easily learned by most students, with its primary benefit being a means for communication by children and adults who have little or no speech due to autism or other developmental disabilities. "PECS is recommended as an evidence-based intervention for enhancing functional communication skills of individuals with ASD (autism spectrum disorder)." [4] In the first empirical study of PECS, three children with autism were able to learn to use PECS and, more significantly, showed gains in verbal speech.[5] The finding that PECS may help rather than hinder the development of speech was confirmed by a 2010 review of several peer-reviewed studies found that "there is no evidence within the reviewed studies to suggest that PECS inhibited speech; to the contrary, if any effect was observed, it was facilitative rather than inhibitory."[6] When difficulties do arise, it is often due to a lack of powerful reinforcers and/or trainer error.[7]
In addition, research by Ganz and Simpson on the use of PECS revealed increases in intelligible words spoken and the complexity of sentences in children with ASD.[8] The children’s increase in speech was not limited to interactions with their teacher but was generalized to other adults in their environment, showing potential for the children to expand communicative behavior. This study concludes “that aided AAC systems, such as PECS, may be efficacious in encouraging speech in individuals with ASD.” [8]
Research suggests that PECs has additional positive benefits, including improvement of social communication skills and decreased problem behaviors in individuals with developmental disabilities. Research has further suggested that PECS facilitates increases in functional communication skills, increases in spoken utterances, including increases in mean length of utterance (MLU), as well as decreases in contextually inappropriate behaviors.[9] The current consensus view of PECS is that it is well-supported by academic research and is now used by many educators and families of special needs individuals.[10]

References [edit]

  1. ^ PECS Related Publications
  2. ^ a b c d Bondy AS, Frost LA (1994). The Picture Exchange Communication System. Focus on Autism and Other Developmental Disabilities, Vol. 9, No. 3, 1-19 (1994)
  3. ^ Bondy, A.S., and L. Frost. 2001. "The Picture Exchange Communication System." Behav Modif. 25(5):725-744.
  4. ^ Tien, K-C. (2008). Effectiveness of the Picture Exchange Communication System as a functional communication intervention for individuals with Autism Spectrum Disorders: A practice-based research synthesis. Education and Training in Developmental Disabilities, 43, 61-76.
  5. ^ Charlop-Christy, M.H., Carpenter, M., et al. (2002). Using the picture exchange communication system (PECS) with children with autism: assessment of PECS acquisition, speech, social-communicative behavior, and problem behavior. Journal of Applied Behavioral Analysis, 35(3): 213-231.
  6. ^ Tincani, M. & Devis, K. (2010). Quantitative synthesis and component analysis of single-participant studies on the Picture Exchange Communication System. Remediation and Special Education (Online First), 1-13.
  7. ^ Horton, C., Matteo, J. A., Waegenaere, J., & Frost, L. (2008). Pecs: Fact and fiction. Presentation delivered at the 2008 ASHA Convention. Retrieved from www.asha.org/Events/convention/handouts/2008/1528_Frost_Lori/
  8. ^ a b Ganz, J. B., & Simpson, R. L. (2004). Effects on Communicative Requesting and Speech Development of the Picture Exchange Communication System in Children with Characteristics of Autism. Journal of autism and developmental disorders, 34, 395-409.
  9. ^ Horton, C., Matteo, J. A., Waegenaere, J., & Frost, L. (2008). Pecs: Fact and fiction. Presentation delivered at the 2008 ASHA Convention. Retrieved from www.asha.org/Events/convention/handouts/2008/1528_Frost_Lori/ p. 5
  10. ^ Sulzer-Azaroff, B., Hoffman, A., Horton, C., Bondy, A., & Frost, L. (2009). The Picture Exchange Communication System (PECS): What Do the Data Say? Focus on Autism, 24, 89-103.
Notes
  • Bondy, A.S. 2001. "PECS: Potential benefits and risks." The Behavior Analyst Today 2:127-132.
  • Charlop-Christy, M.H., Carpenter, M., et al. (2002). Using the picture exchange communication system (PECS) with children with autism: assessment of PECS acquisition, speech, social-communicative behavior, and problem behavior. Journal of Applied Behavioral Analysis, 35(3): 213-231.
  • Mirenda, P. 2001. "Autism, Augmentative Communication, and Assistive Technology: What Do We Really Know?" Focus on Autism and Other Developmental Disabilities 16(3):141-151.
  • Hart, S., and Banda, D.R. 2010. "Picture Exchange Communication System With Individuals With Developmental Disabilities: A Meta-Analysis of Single Subject Studies." Remedial and Special Education. 31(6) 476–488.
  • Vicker, B. 2011. "What is the "Picture Exchange Communication System" or PECS?" Autism Support Network. Retrieved from: http://www.autismsupportnetwork.com/resources/autism-what-picture-exchange-communication-system-or-pecs-223321

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