Picture Exchange Communication System
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Picture Exchange Communication System (PECS) is a form of augmentative and alternative communication (AAC). 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. Preliminary evidence shows that its primary benefit is providing a means of communication; there is only very limited or unclear data on whether it is effective for improving social-communicative skills, challenging behaviors, or speech development.[1]
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[edit] History
PECS was developed in 1985, by Andy Bondy, PhD and Lori Frost, CCC/SLP, as a unique augmentative/ alternative communication system that teaches children and adults with autism and other communication deficits to initiate communication. First used at the Delaware Autistic Program, PECS has received worldwide recognition for focusing on the initiation component of communication. It was created with educators, resident care providers and families in mind.
[edit] Overview
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 students 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. Research has shown that many preschoolers using PECS also begin developing speech.
[edit] Philosophy
The training protocol is based on B.F. Skinner’s book, Verbal Behavior so that functional verbal operants are systematically taught using prompting and reinforcement strategies that will lead to independent communication. Verbal prompts are not used, 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.
The foundation for the system is the PECS Training Manual, 2nd Edition, written by Lori Frost, MS, CCC/SLP and Andrew Bondy, PhD. The manual provides all of the necessary information to implement PECS effectively. It guides readers through the six phases of training and provides examples, helpful hints and templates for data and progress reporting. This training manual is recognized by professionals in the fields of communication and behavior analysis as an effective and practical guide to one of the most innovative systems available.
PECS is intended to be combined appropriately with elements of behavior analysis. The manual offers many suggestions on assessing reinforcers, teaching strategies, eliminating prompts and other issues. The authors encourage PECS users to create an environment that enhances and encourages communication through the use of the Pyramid Approach to Education. The manual briefly outlines the Pyramid and how it can be established in various settings.
[edit] PECS at a glance
[edit] Phase I: how to communicate
Students learn to exchange single pictures for items or activities they really want.
[edit] Phase II: distance and persistence
Still using single pictures, students learn to generalize this new skill by using it in different places, with different people and across distances. They are also taught to be more persistent communicators.
[edit] Phase III: picture discrimination
Students learn to select from two or more pictures to ask for their favorite things. These are placed in a communication book—a ring binder with Velcro strips where pictures are stored and easily removed for communication.
[edit] Phase IV: sentence structure
Students learn to construct simple sentences on a detachable sentence strip using an “I want” picture followed by a picture of the item being requested.
[edit] Attributes and Language Expansion
Students learn to expand their sentences by adding adjectives, verbs and prepositions.
[edit] Phase V: answering questions
Students learn to use PECS to answer the question, “What do you want?”.
[edit] Phase VI: commenting
Now students are taught to comment in response to questions such as, “What do you see?”, “What do you hear?” and “What is it?”. They learn to make up sentences starting with “I see”, “I hear”, “I feel”, “It is a”, etc.
[edit] Effectiveness
There is preliminary 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. However, there is very limited data on the effectiveness of PECS on both challenging and social-communicative behaviors, and inconsistent and unclear data on whether PECS affects speech development.[1]
[edit] References
- ^ a b Preston D, Carter M (2009). "A review of the efficacy of the Picture Exchange Communication System intervention". J Autism Dev Disord. doi:. PMID 19495952.
- Bondy, A.S., and L. Frost. 1994. "The Picture Exchange Communication System." Focus on Autistic Behavior 9(3):1-19.
- Bondy, A.S. 2001. "PECS: Potential benefits and risks." The Behavior Analyst Today 2:127-132.
- 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.
- Bondy, A.S., and L. Frost. 2001. "The Picture Exchange Communication System." Behav Modif. 25(5):725-744.
