How Picture Exchange Transforms Autism Communication
Laura NG, MA BCBA
Clinical Operations Manager
Autism Spectrum Disorder (ASD) often presents significant challenges in communication, leaving many individuals struggling to express their needs, wants, and thoughts. However, a revolutionary approach known as Picture Exchange Communication System (PECS) has transformed the lives of countless individuals with autism.
By providing a visual and accessible means of communication, PECS empowers individuals to connect with the world around them and build essential social skills. This article explores the profound impact of PECS on autism communication, delving into its principles, benefits, and implementation.
Understanding PECS
What is the Picture Exchange Communication System (PECS)
The Picture Exchange Communication System (PECS) is a low-tech communication method designed specifically for nonverbal children with Autism Spectrum Disorder (ASD). This system teaches functional communication through the use of picture symbols that are exchanged with a communication partner. PECS consists of six distinct phases, beginning with the physical exchange of pictures to request items and gradually advancing to more complex communication tasks.
Principles of PECS
PECS was developed in 1984 at the Delaware Autistic Program, drawing on B.F. Skinner's principles of Applied Behavior Analysis (ABA) from fifty years prior. The core philosophy behind PECS emphasizes the importance of successful, independent communication. It utilizes specific prompting and reinforcement strategies to facilitate learning. This structured approach helps individuals with ASD to effectively express their needs and desires, thereby enhancing their overall communication skills.
The focus on rewarding successful exchanges and providing immediate feedback is crucial to fostering independent communication. By engaging in this systematic approach, children with autism can develop meaningful interactions with their peers and caregivers.
Benefits of PECS
The Picture Exchange Communication System (PECS) offers significant advantages for individuals with autism spectrum disorders (ASD) and their families. By promoting effective communication, PECS serves as a valuable tool for enhancing the overall quality of life for those with communication challenges.
Improving Communication Skills
One of the primary benefits of PECS is its ability to improve communication skills. PECS encourages individuals to initiate communication independently, allowing them to express their needs and desires more effectively. Research indicates that PECS has been effective in increasing communication outcomes, particularly in initiating requests and functional communication across different ages and disability types.
The flexibility of PECS allows it to be tailored to meet the specific needs and abilities of each individual, making it a customizable system for promoting communication.
Reducing Frustration
PECS also plays a crucial role in reducing frustration for individuals with ASD. As communication barriers diminish, individuals experience fewer difficulties in expressing themselves, which can lead to a decrease in challenging behaviors that often stem from frustration. The implementation of PECS promotes successful and independent communication, which is essential for enhancing the individual’s confidence and overall well-being.
By providing a structured method for communicating needs and desires, PECS allows individuals to engage more effectively with their environments and the people around them. This structured approach helps alleviate feelings of isolation and frustration that can arise from ineffective communication strategies.
Through its focus on improving communication and reducing frustration, PECS has proven to be a promising intervention for children with ASD, facilitating better interactions and enhancing their quality of life.
Implementing PECS
Implementing the Picture Exchange Communication System (PECS) effectively requires proper training and a tailored approach to meet individual needs. This section discusses the importance of training professionals and customizing PECS to better serve those with autism.
Training Professionals
PECS is most often introduced and implemented by trained professionals such as speech-language pathologists and special education teachers. These experts play a crucial role in helping individuals who struggle with expressive language, and social communication, or those who may not respond well to other forms of Augmentative and Alternative Communication (AAC) devices.
Professional training is essential to understand the strategies and methods of PECS. Graduates of the training programs learn effective teaching strategies, functional activities, and the implementation of the program's pyramid assessment system to guide and track progress. Training can be completed in as little as two days, making it accessible for various professionals, including behavior analysts, parents, classroom teachers, and teacher assistants.
For effective implementation, it is crucial to follow the total PECS protocol. The program may take several months or even years to complete. Deviating from the protocol, such as not using a facilitator in the early stages, can compromise the integrity of the PECS programming.
Tailoring to Individual Needs
Each individual with autism has unique communication needs and preferences. Therefore, tailoring the PECS approach is vital for success. Not all nonverbal individuals are ideal candidates for PECS; candidates should be intentional communicators and have personal preferences to ensure engagement.
Customization may involve selecting specific pictures that hold meaning for the individual, ensuring that the visual aids resonate with their interests and daily experiences. Additionally, the pace at which the program is introduced should be adjusted based on the individual's comfort level and responsiveness.
Pyramid Educational Consultants, the global source for PECS, provides comprehensive support, including products, training, and classroom support, to ensure that the implementation is as effective as possible. Educational teams can undergo PECS training to become certified classrooms, further enhancing the tailored approach to each individual's communication needs.
By focusing on professional training and individual customization, PECS can significantly enhance communication skills for individuals with autism.
The Phases of PECS
The Picture Exchange Communication System (PECS) is structured around a series of phases designed to enhance communication for individuals with autism. These phases guide learners from basic picture exchanges to more complex forms of communication.
Phase I: Picture Exchange
In the initial phase of PECS, the primary focus is on teaching nonverbal children with autism to communicate through the physical exchange of picture symbols. This phase is essential for establishing functional communication and consists of the following components:
- Physical Exchange: Learners are encouraged to give a picture of a desired item to a communication partner. This exchange is the foundational step in the PECS process.
- Enticement Techniques: The use of enticing items or activities can motivate learners to engage in picture exchanges. The goal is to achieve approximately 80 exchanges per day to reinforce this behavior.
- Visual Supports: Pictures are selected based on the learner's preferences and needs, making communication more meaningful and relevant.

Phase II: Distance and Persistence
After mastering the basics of picture exchange, learners progress to Phase II, which focuses on extending the range and effectiveness of communication:
- Distance: This phase introduces scenarios where learners must exchange pictures from a distance, helping to generalize their communication skills to various settings.
- Persistence: Learners are encouraged to persist in their attempts to communicate, even if initial exchanges do not yield immediate responses. This helps build confidence and reinforces the importance of communication.
- Complexity: As learners become more comfortable, they begin using more complex picture symbols, paving the way for advanced communication skills in subsequent phases.
Through these structured phases, PECS aims to empower individuals with autism by providing them with effective tools for communication. Each phase builds on the previous one, ensuring that learners develop their skills systematically and confidently.
Success with PECS
Implementing the Picture Exchange Communication System (PECS) has led to significant positive outcomes for children with autism. This section discusses the benefits observed in children using PECS and its integration in classroom settings.
Positive Outcomes for Children
Research indicates that PECS is effective for individuals with autism spectrum disorders (ASD), especially preschool-age children. Positive results have been documented, showing that children can progress from limited or no functional communication to utilizing PECS sentence strips to communicate effectively with peers.
The following table summarizes the key improvements observed in children following PECS intervention:
| Outcome | Description |
|---|---|
| Functional Communication | Children transitioned from limited communication to using sentence strips for effective expression. |
| Social Interaction | Increased engagement in interactions with peers without developmental disabilities. |
| Independence | Enhanced ability to express needs and wants independently. |
| Vocabulary Acquisition | Improvement in the ability to teach and learn new vocabulary. |
Integration in Classroom Settings
PECS has also been successfully integrated into classroom environments, particularly in play-based settings. A study demonstrated that preschool children with autism and other developmental disabilities benefited from PECS in an integrated classroom. Here, they improved their social communication by effectively using PECS to interact with typically developing peers.
The integration of PECS in classrooms leverages peer-mediated interventions where socially competent peers are trained to initiate and maintain social interactions. This approach has empirical support for enhancing social communication and reciprocity among children with autism.
The following table highlights the benefits of integrating PECS in classroom settings:
| Benefit | Description |
|---|---|
| Enhanced Communication | Children used PECS to initiate and sustain interactions in natural social settings. |
| Improved Social Skills | Training peers to be responsive listeners increased social reciprocity. |
| Curriculum Engagement | Children became more engaged in classroom activities through effective communication. |
Through these positive outcomes and successful classroom integration, PECS proves to be a valuable tool in enhancing communication skills and fostering social interactions for children with autism.
Challenges and Considerations
Variability in Outcomes
The effectiveness of the Picture Exchange Communication System (PECS) can vary significantly among individuals with autism. Research synthesis has indicated that among 41 participants, different phases of PECS were mastered at varying rates. Specifically, three participants mastered only Phase I, six mastered Phase II, 20 reached Phase III, and eight progressed to Phase IV. For four participants, the phase of mastery was not reported.
This variability in phase acquisition may be influenced by several factors, including the individual’s cognitive level, the rate at which they acquire new skills, and limitations on the time dedicated to therapy. Such differences can lead to a spectrum of communication abilities among users of PECS.
Factors Influencing Success
Several factors play a role in determining the success of the picture exchange communication system in autism. These factors can be categorized into child characteristics and treatment variables.
| Factor Category | Specific Factors |
|---|---|
| Child Characteristics | Age, cognitive level, joint attention, object exploration, motor imitation, language skills, severity of autism symptoms, social responsiveness |
| Treatment Variables | Quality of instruction, frequency of practice, consistency of use in various environments, support from caregivers and professionals |
In a review of single-case design studies, it was found that PECS acquisition did not significantly differ based on gender, diagnosis, or age. However, younger children without additional diagnoses demonstrated greater communication skills compared to older participants with more complex needs.
The intensive behavioral intervention (IBI) literature also reflects analogous variations in outcomes, where terms like "responders" and "nonresponders" are used to describe the substantial differences in effectiveness based on individual characteristics and treatment factors.
Understanding these challenges and considerations is essential for parents and professionals working with children using the picture exchange communication system, as it helps tailor approaches to meet individual needs effectively.
Conclusion
PECS has revolutionized communication for individuals with autism, providing a powerful tool to overcome language barriers and unlock their potential. By empowering individuals to express their needs, wants, and desires, PECS fosters independence, self-esteem, and social connections. As the field of autism continues to evolve, PECS remains a cornerstone in enhancing the lives of those with autism, paving the way for greater understanding and inclusion.
Level Ahead ABA is a leading provider of ABA therapy in Georgia and Nebraska, specializing in helping children with autism develop essential communication skills. Our experienced therapists are experts in implementing PECS and tailoring it to individual needs. We believe in the transformative power of PECS and are committed to empowering children to communicate effectively. If you're seeking the best ABA therapy for your child with autism, choose Level Ahead ABA. Contact us today to learn how we can help your child unlock their communication potential.
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