Picture Exchange Communication System (PECS)

Introduction to PECS: Transforming Communication Through Visual Aids

The Picture Exchange Communication System (PECS) is a widely recognized augmentative and alternative communication tool designed to support individuals with limited or no spoken language. Developed in the mid-1980s by experts Lori Frost and Andy Bondy, PECS uses pictures or symbols to facilitate functional communication, especially among children with autism spectrum disorder (ASD). Over the years, extensive research has validated its effectiveness, making PECS a cornerstone in communication development strategies for diverse populations.

Origins and Historical Development of PECS

Development in 1984–1985 by Lori Frost and Andy Bondy

The Picture Exchange Communication System (PECS) was born out of a need to provide children with autism spectrum disorder (ASD) a practical means to communicate. Developed in 1984–1985 at the Delaware Autistic Program, PECS was created by Lori Frost, MS, CCC-SLP, and Dr. Andy Bondy, PhD. Their collaboration aimed to develop a systematic, functional communication method that could be easily learned and implemented.

Initially, the system focused on teaching children to initiate communication by exchanging pictures of desired items with a communication partner. Over time, the program expanded through six structured phases, beginning with simple requesting and gradually incorporating sentence construction, attribute expansion, answering questions, and commenting.

Based on principles of applied behavior analysis and B.F. Skinner’s verbal behavior theory

PECS’s foundation lies in applied behavior analysis (ABA), a scientific approach building on B.F. Skinner’s work in verbal behavior. This theory emphasizes that communication can be taught through reinforcement and shaping behaviors. PECS integrates these principles by teaching children to initiate interactions, reinforcing their communication efforts, and transferring stimulus control from physical prompts to independent initiation.

The system’s design encourages spontaneous, functional communication, aiding users to articulate their wants, needs, and thoughts reliably without prompts dependence. These behavioral strategies make PECS an effective tool in fostering independent communication skills.

Created at the Delaware Autism Program to teach children with autism

The initial creation of PECS was specifically targeted at preschool children with autism to enable them to connect their desires with expressive communication. At the Delaware Autism Program, educators and speech-language pathologists aimed to develop a low-cost, straightforward program that could be taught to caregivers and professionals in various settings. The use of pictures, symbols, and early training on exchanging these visuals provided a tangible way for children to learn communication without relying on speech.

Evolved from initial focus on requesting to include commenting and responding to questions

While PECS started with a primary focus on teaching requesting behaviors—such as asking for food, toys, or other preferred items—it gradually expanded to include commenting and the ability to respond to simple questions. This evolution reflects a broader goal: to promote naturalistic, two-way interactions that support social communication.

The later phases incorporated skills such as differentiating between pictures, constructing simple sentences like 'I want ___', and commenting on objects or events. These advancements helped users to develop more complex language functions and participate more fully in social exchanges.

Increased global recognition and incorporation into special education and therapy practices

Today, PECS is recognized worldwide as an evidence-based communication intervention. Its effectiveness and simplicity have led to widespread adoption in schools, clinics, homes, and community settings across numerous countries.

Research studies have consistently supported PECS as an effective means to develop functional communication, reduce challenging behaviors, and promote social skills. Training programs provided by organizations like Pyramid Educational Consultants have standardized implementation, ensuring fidelity and maximizing outcomes.

PECS’s growth continues as newer research explores its application with older individuals and in conjunction with other therapies such as video modeling. Its adaptability across age groups and diagnoses beyond autism underscores its enduring value in enhancing communication for diverse populations.

Aspect	Details	Additional Info
Year of Origin	1984–1985	Created at Delaware Autism Program
Developers	Lori Frost and Andy Bondy	Developed as an alternative communication system
Foundations	ABA and Skinner’s verbal behavior	emphasis on reinforcement and initiating communication
Early Focus	Teaching requesting using pictures	Progressing to commenting and responding
Global Adoption	Widespread	Used in different settings worldwide
Research Support	Over 240 articles	Evidence-based practice
Ongoing Developments	Extended to older populations	Incorporation with new techniques like video modeling

Through its evolution, PECS has become a cornerstone intervention for promoting functional communication in individuals with speech and language challenges, especially those with autism, fostering independence and social integration.

Fundamentals and Principles of PECS

What is the Picture Exchange Communication System (PECS)?

PECS is an evidence-based augmentative and alternative communication (AAC) method that employs pictures, symbols, photographs, or tangible objects to facilitate communication for individuals with limited or no speech. Developed in 1985 by Lori Frost and Dr. Andy Bondy at the Delaware Autistic Program, PECS primarily aims to support learners in expressing their wants, needs, and thoughts through functional communication.

While it initially targeted young children with autism spectrum disorder (ASD), PECS has expanded to serve individuals across various age groups and developmental disabilities. Its significance lies in enabling users to initiate interactions, request objects or actions, respond to questions, and comment, thereby promoting independence and social participation. Notably, numerous studies affirm its effectiveness in developing communication skills, with some evidence suggesting it may also support speech development.

How does PECS work?

PECS operates through a structured teaching protocol that guides individuals from simple picture exchanges to more sophisticated sentence constructions. The process begins with teaching the learner to exchange a single picture or symbol with a communication partner to request a desired item or activity. This foundational skill forms the basis for more complex interactions.

The system progresses through six well-defined phases:

Phase	Focus	Key Skills	Additional Details
1	How to communicate	Initiating requests	Learners are taught to approach someone and give a picture of the desired item in exchange for the actual item. Hand-over-hand prompts are often used initially.
2	Distance and persistence	Requesting from different locations	Emphasis on requesting from various distances and increasing the learner’s persistence in communicating.
3	Picture discrimination	Choosing the correct picture	Learners learn to discriminate between multiple pictures to select the item they want.
4	Sentence structure	Constructing simple sentences	Learners combine pictures, such as 'I want' plus an item, to form basic requests.
5	Responding to questions	Answering 'What do you want?'	Encourages users to respond to direct questions with full or partial sentences.
6	Commenting	Social comments and responding	Focuses on spontaneous commenting and social responses like 'What do you see?'

Throughout these phases, reinforcement strategies based on applied behavior analysis are employed, including shaping, differential reinforcement, and transfer of stimulus control, to promote spontaneous and independent communication.

PECS is designed to be flexible and portable, making it adaptable to various settings such as homes, schools, and community environments. It requires minimal equipment—mainly picture cards or symbols—and can be easily taught to parents, teachers, caregivers, and peers after appropriate training.

Research consistently supports PECS as an effective intervention. Studies demonstrate notable improvements in functional communication, social interaction, and sometimes, speech development. Furthermore, PECS has been associated with reductions in challenging behaviors often motivated by communication frustrations.

In sum, PECS leverages visual symbols to facilitate communicative exchanges, fostering purposeful, spontaneous interaction that can significantly enhance quality of life for individuals with communication challenges.

The Structured Phases of PECS

What are the phases of PECS?

PECS (Picture Exchange Communication System) is a systematic approach to teaching functional communication, and it progresses through six well-defined phases. Each phase builds on the skills acquired in the previous one, gradually expanding the child's communicative repertoire.

The journey begins with the core skill of exchanging a single picture to request desired items or actions. This foundational phase teaches the individual to approach a communication partner and hand over a picture of an item or activity they want, such as food, toy, or activity. This simple exchange is crucial as it establishes the basis for intentional communication.

As learners master these initial exchanges, PECS advances to more complex levels. The second phase emphasizes requesting over longer distances and in various settings, promoting generalization and persistence in requesting behaviors.

The third phase involves discriminating among multiple pictures. Here, the individual learns to identify and select the correct picture representing a specific item or action. This discrimination task is essential for accurate and efficient communication.

Building on this, the fourth phase introduces sentence construction. Learners are taught to form simple sentences like "I want ___" by combining pictures on a strip or in a small book, enrichening their expressive abilities with sentence structure.

Later stages focus on answering social questions and commenting. Patients learn to respond to questions such as "What do you want?" and to make comments about their environment, thoughts, or observations, which are vital for social interaction and conversational skills.

What are the benefits of each phase?

Each phase in PECS offers specific developmental advantages that contribute to overall communication growth. The initial phase teaching requesting with a picture helps develop the individual's understanding of cause and effect, and promotes independence.

The skills gained in Phase II, requesting over more extended distances and in new contexts, help foster generalization of communication skills beyond the initial training environment.

Discrimination skills acquired in Phase III enable precise communication, reducing the likelihood of frustration caused by incorrect requests.

Constructing sentences in Phase IV assists learners in not only requesting but also expressing more complex needs and preferences, supporting language development and cognitive growth.

The progression to answering questions and commenting in later phases promotes social reciprocity. This development encourages learners to participate more actively in social interactions, enhancing their understanding of social cues and responses.

By systematically moving through these phases, PECS not only improves immediate requesting skills but also lays the groundwork for spontaneous speech and conversational communication.

More info about PECS's six-phase protocol and progression

PECS's structured six-phase protocol is designed to maximize learning efficiency and ensure steady development of communication skills. Each phase employs specific teaching strategies including prompting, reinforcement, and fading of prompts to promote independence.

• Phase I: Focuses on teaching the individual to initiate communication by exchanging a simple picture for an item.
• Phase II: Expands requesting to different environments and distances, encouraging persistence.
• Phase III: Introduces discrimination between pictures, ensuring correct selection.
• Phase IV: Teaches constructing simple sentences like "I want ___" or "I see ___" with picture strips.
• Phase V: Responds to questions like "What do you want?" using the sentence structure.
• Phase VI: Encourages spontaneous commenting on observations, facilitating social language.

Progression through these stages occurs as the individual demonstrates mastery of each skill, with the ultimate goal of fostering spontaneous, functional, and social communication.

Implementation fidelity, appropriate training, and consistency across caregivers and settings are essential for the success of PECS. Proper adherence to the protocol ensures that learners receive clear, systematic instruction, which is crucial for sustained development.

In summary, PECS’s phased approach offers a comprehensive pathway for individuals with communication challenges to acquire, generalize, and expand their communication abilities. It is an evidence-based method supported by extensive research, demonstrating positive effects on functional communication and social behavior development.

Target Populations and Applications of PECS

What populations are targeted by PECS?

The Picture Exchange Communication System (PECS) is primarily developed to support individuals with autism spectrum disorder (ASD), especially those who are nonverbal or have limited speech capabilities. It is highly effective for children and young people who face challenges in verbal communication, enabling them to express their needs, wants, and thoughts using visual symbols.

However, PECS is not limited to children with ASD. It is suitable for learners of all ages, including adults, and those with other developmental disabilities or communication difficulties such as speech and language delays, traumatic brain injuries, or cognitive impairments. The system’s adaptability makes it a valuable tool across a broad spectrum of individuals who encounter significant barriers in traditional speech

PECS is particularly beneficial for individuals who are visual learners, capable of attending to images, and able to physically exchange picture cards. The approach relies on the learner’s ability to sit and attend, making it accessible to many users with varying sensory and motor skills.

The population that benefits most from PECS includes children in early development, school-aged children, and even adults who lack functional speech. Its versatility allows it to be applied across different settings, from homes and schools to community programs and residential facilities.

Research shows that PECS helps not only in developing functional communication but also in reducing challenging behaviors that stem from frustration due to communication barriers. It encourages independence by empowering users to initiate social interactions and advocate for themselves.

Overall, PECS serves a diverse range of individuals—nonverbal or minimally verbal children and adults with autism or similar communication impairments, regardless of their age or severity of their communication challenges. Its wide applicability makes it an essential tool in augmentative and alternative communication strategies for varied populations.

Population Group	Typical Age Range	Additional Characteristics	Application Contexts
Children with ASD	2-12 years	Nonverbal or limited verbal skills; sensory processing differences	Home, school, therapy sessions
Young Adults with ASD	13-22 years	Higher cognitive skills but speech impaired	Vocational training, community integration
Adults with Developmental Disabilities	23+ years	Varied physical abilities; need for social interaction	Residential, community programs
Individuals with Traumatic Brain Injury	Any age	Speech, language, and cognitive impairments	Rehabilitation centers, outpatient therapies
People with Other Communication Challenges	Any age	Cognitive impairments, social communication deficits	다양한 저보고 환경

This broad applicability underscores PECS’s capacity to function across developmental stages and various disabilities, affirming its position as a versatile augmentative communication method.

Evidence and Effectiveness of PECS

What are the benefits and effectiveness of PECS?

Research shows that the Picture Exchange Communication System (PECS) offers significant benefits for individuals with autism spectrum disorder (ASD) and other communication challenges. It primarily helps develop functional communication skills, enabling users to express their wants, needs, and thoughts through pictures. Studies have demonstrated that PECS not only facilitates meaningful communication but can also promote the development of spoken language, especially in younger children.

The structured approach of PECS emphasizes the initiation of communication, which often leads to decreased frustration and challenging behaviors. By teaching users to approach others and give a picture of what they want, PECS fosters independence and social interaction.

Furthermore, PECS has been associated with increases in vocal requests, improved social engagement, and more natural interaction across various settings like homes and schools. It is adaptable for individuals of all ages with varying abilities, including those with limited or no speech.

What is the scientific support for PECS?

The scientific backing for PECS is extensive, with over 240 research articles published worldwide. Empirical evidence from both single-subject experiments and group studies supports its efficacy. These studies consistently reveal that PECS significantly enhances communication skills among children with ASD and other developmental disabilities.

Research indicates that early implementation of PECS tends to yield better outcomes, with improvements in functional communication being most prominent. In addition, these studies show that PECS does not inhibit speech development; in many cases, it may serve as a bridge to verbal communication.

The effectiveness of PECS has been reinforced through clinical reviews, with findings that it can reduce maladaptive behaviors related to frustration and improve social approach behaviors. Its comprehensive, systematic phases promote gradual skill acquisition, from simple picture exchanges to constructing sentences and commenting.

Overall, the body of evidence extols PECS as a highly effective, evidence-based intervention that can dramatically improve communication and social skills, providing users with greater independence and quality of life.

Aspect of PECS	Observed Benefits	Supporting Evidence
Communication Skills	Significant improvements, including asking for items and commenting	Numerous research articles
Speech Development	Can facilitate speech, especially in young children	Clinical studies, longitudinal data
Behavior Reduction	Decreases in challenging behaviors like tantrums	Experimental reports
Social Skills	Increased social approach behaviors	Observational studies
Generalization	Skills generalized across settings	Multiple setting reports
Age Range Effectiveness	Effective from preschool through adulthood	Diverse participant data

This comprehensive research foundation underscores PECS's role as a versatile and effective communication intervention for individuals with developmental and communication difficulties.

Implementation and Training Resources for PECS

What resources and training are available for PECS?

Practitioners, educators, parents, and caregivers seeking to implement PECS (Picture Exchange Communication System) have access to a variety of resources and training programs designed to ensure proper and effective use. The most comprehensive training is offered through certified providers associated with Pyramid Educational Consultants, the organization responsible for developing PECS.

The cornerstone of PECS training is the Level 1 Workshop, a 13-hour interactive course that covers all six phases of the system. This workshop emphasizes hands-on practice, with participants engaging in activities that mirror real-world use. Attendees receive detailed manuals, activity packets, and handouts to facilitate learning and ongoing application. Both online and in-person formats are available, making the training accessible regardless of location.

Beyond the basic workshop, more advanced courses include Level 2 certification and specialized training tailored to integrating speech-generating devices with PECS. These additional options help practitioners refine their skills and adapt the system to the individual needs of users.

In addition to workshops, ongoing professional development opportunities are available through online courses, webinars, and community training sessions. These resources often include video demonstrations, instructional guides, and coaching support to reinforce skills.

Certified professionals, especially speech-language pathologists, are instrumental in guiding implementation. They help ensure fidelity to the PECS protocol, maximizing its effectiveness.

Accessible resources can be found on the official PECS website operated by Pyramid Educational Consultants. This platform offers information about upcoming training sessions, certification options, downloadable manuals, and links to local or virtual workshops. Many organizations and universities also incorporate PECS training into their special education or speech therapy programs.

In summary, a wide range of formal and informal training options—including certification programs, manuals, online courses, and community workshops—are available to support effective PECS implementation. These resources are designed to equip users with the necessary skills to foster functional communication for individuals with communication challenges.

Research, Certification, and Implementation Protocols

What certification options and professional training exist for PECS?

To ensure effective and consistent use of the PECS (Picture Exchange Communication System), various certification options and training programs are available. The primary organization offering these certifications is Pyramid Educational Consultants. They provide a structured PECS Certification Program designed to assess and validate competence in implementing the PECS protocol.

The certification process includes multiple levels, catering to different roles and expertise. The main certifications are:

• Level 1 Certified Implementer: Focuses on foundational knowledge and skills necessary for initial implementation.
• Level 2 Certified Implementer: Builds on the first level, emphasizing advanced strategies and fidelity to the PECS protocol.
• Certified Manager: Aimed at administrators or supervisors responsible for overseeing PECS use within organizations.

Training for these certifications typically involves attending official workshops, which are usually two-day sessions led by authorized PECS trainers. During these workshops, participants learn the systematic phases of PECS, receive hands-on demonstration, and practice key teaching techniques.

Proficiency is demonstrated through assessments, with practitioners required to show adherence to the detailed steps of each PECS phase. Certification not only recognizes competence but also emphasizes the importance of fidelity to the original PECS protocol to achieve optimal outcomes.

Having a certified practitioner ensures that the intervention is delivered correctly, leading to more reliable results and better communication development in users. Ongoing supervision, coaching, and adherence to program guidelines are critical components emphasized throughout the certification process.

This structured approach aims to uphold high standards of practice, guarantee consistent implementation, and promote continuous professional development. Certified professionals can also access resources, technical support, and updates from Pyramid Educational Consultants, fostering long-term success in deploying PECS.

In summary, the certification options for PECS schools, clinics, and professionals ensure that users receive high-quality training grounded in current research and best practices. Certified practitioners are better equipped to implement PECS effectively, which maximizes communication benefits for individuals with various developmental and communication challenges.

PECS’ Role in Enhancing Communication and Social Skills

What are the benefits and effectiveness of PECS?

Research consistently shows that the Picture Exchange Communication System (PECS) effectively supports individuals with autism spectrum disorder (ASD) and other developmental disabilities in developing functional communication skills. One of its primary benefits is facilitating the initiation of conversations and requests, helping users express their wants and needs clearly.

PECS is considered an evidence-based practice, with over 240 research articles from around the world validating its effectiveness. Studies have demonstrated that PECS can promote social interaction by encouraging children to seek social exchanges, approach others, and engage more actively in their environment.

Importantly, PECS often leads to improvements in speech development, especially in young children. While the gains in spoken language can be small to moderate, many users experience increased vocal requests and more spontaneous speech over time. Additionally, PECS has been linked to reductions in challenging behaviors like tantrums and frustration, which often stem from communication difficulties.

Its practical design makes PECS accessible for various settings—home, school, or community—requiring only minimal materials such as picture cards, often kept portable. Moreover, PECS promotes independence by teaching individuals to initiate communication without prompts, supporting more natural social interactions.

What is the evidence supporting the use of PECS?

The scientific foundation for PECS is robust, with numerous single-subject experiments and group studies conducted between 1994 and 2009. These studies consistently indicate that PECS helps children with ASD develop essential communication skills. For example, results from research within the Delaware Autism Program show that approximately 76% of PECS users either develop spoken language or increase their use of speech as an augmentation.

The research also highlights that implementation fidelity—following the structured protocol carefully—significantly influences outcomes. Proper training for practitioners, parents, and caregivers is crucial for maximizing the system’s benefits.

Furthermore, studies reveal that PECS is particularly effective when introduced early in development, with younger children gaining more pronounced benefits. It also aids in developing social approach behaviors and can be used effectively with individuals of all ages, including adults.

PECS is supported by its strong theoretical basis rooted in applied behavior analysis (ABA) and Skinner’s Verbal Behavior framework, which guides the step-by-step progression through its six phases.

In summary, PECS offers a practical, evidence-backed approach to improving communication and social skills among individuals with autism and related conditions. Its ability to promote initiation, foster independence, and potentially support speech development makes it a valuable intervention in diverse settings and for various ages.

Aspect	Description	Details
Social approach	Encourages individuals to initiate social interactions	Users approach others, bridge social gaps
Reducing challenging behaviors	Decreases tantrums and frustration related to communication failure	Particularly effective in early intervention settings
Fostering independence	Promotes self-initiated communication without prompts	Learners begin requesting and commenting independently
Joint attention	Supports shared focus on objects or events	Users initiate shared interests, improving social grasp
Social interaction	Increases opportunities for meaningful peer and adult engagement	Engages users actively in social exchanges
Speech development	Can facilitate spoken language, especially in younger children	Some users develop speech as a natural progression

Through its systematic phases—ranging from simple picture exchanges to constructing sentences and commenting—PECS nurtures foundational communication skills that translate into broader social and speech development. Its proven efficacy makes it a vital tool for supporting individuals with ASD in achieving more interactive and independent lives.

Summing Up: The Lasting Impact of PECS on Communication Development

The Picture Exchange Communication System (PECS) has revolutionized approaches to augmentative and alternative communication, especially for individuals with autism spectrum disorder and other speech challenges. Its systematic phases, grounded in behavioral theory, facilitate a gradual transition from simple requests to complex commenting and social interaction. Supported by extensive research, PECS not only enhances functional communication but also promotes independence, social skills, and, in many cases, speech development. As awareness grows and resources expand, PECS remains a vital tool for practitioners, educators, and families dedicated to unlocking communicative potential and improving quality of life for individuals with diverse needs.

References

• PECS®: An Evidence-Based Practice
• The Picture Exchange Communication System (PECS)
• Picture Exchange Communication System (PECS)
• The picture exchange communication system - PubMed
• Picture Exchange Communication System - Wikipedia
• Effectiveness of the Picture Exchange Communication System ...
• Exploring the Use of the Picture Exchange Communication System ...