Communication is a fundamental human need, but for many individuals with autism or other developmental disabilities, expressing thoughts and desires can be a significant challenge. The Picture Exchange Communication System, commonly known as PECS, is a evidence-based tool designed to bridge this gap. By using visual aids, PECS allows non-verbal or minimally verbal individuals to communicate through the exchange of pictures.
This guide provides a comprehensive overview of PECS visual aids, how the system works, and how families and educators can implement it to improve daily interactions. Whether you are a parent, a teacher, or a caregiver, understanding this system can provide a reliable path toward functional communication and reduced frustration.
What Are PECS Visual Aids?
PECS visual aids are small cards featuring images, symbols, or photographs that represent objects, actions, and feelings. Unlike other communication methods that might rely on pointing to a board, PECS is based on the physical exchange of a picture for a desired item. This interaction teaches the user the social aspect of communication: that they must approach another person to convey a message.
The system was developed in the 1980s by Dr. Andrew Bondy and Lori Frost. Since then, it has become one of the most widely used interventions for individuals with speech delays. The primary goal is to provide a functional way for individuals to communicate their needs without relying on complex verbal language or gestures that others might not understand.
The Six Phases of PECS
The PECS protocol is divided into six distinct phases. Each phase builds upon the previous one, moving the learner from simple requests to complex sentence structures and commenting. Understanding these phases is essential for anyone helping an individual use PECS visual aids.
Phase I: How to Communicate
In the first phase, the learner learns the basic act of communication. They are taught to pick up a single picture of a highly desired item, reach toward a communicative partner, and place the picture in the partner’s hand. At this stage, there is no focus on discrimination; the goal is simply to understand that a picture can be traded for an object.
Phase II: Distance and Persistence
Once the basic exchange is mastered, Phase II focuses on increasing the learner’s persistence. They are taught to travel to their communication book to get a picture and then travel to a person to deliver it. This phase ensures the learner can communicate even if the listener is not immediately next to them.
Phase III: Picture Discrimination
In this phase, the learner is presented with multiple pictures. They must learn to choose the specific picture that represents what they want. For example, they must distinguish between a picture of a cookie and a picture of a toy. This phase ensures that the learner understands the specific meaning of each visual aid.
Phase IV: Sentence Structure
Learners begin to use a “sentence strip” in Phase IV. They place a picture representing “I want” followed by a picture of the item they desire onto a removable strip of Velcro. They then hand the entire strip to the communication partner. This introduces the concept of constructing a complete thought.
Phase V: Answering Questions
In Phase V, the learner is taught to use PECS to answer the question, “What do you want?” This shifts the communication from purely self-initiated requests to responding to social cues from others.
Phase VI: Commenting
The final phase focuses on social communication rather than just requesting. Learners are taught to respond to questions like “What do you see?” or “What do you hear?” They begin to use phrases like “I see a dog” or “I hear a bell,” allowing them to share experiences with those around them.
Components of a PECS System
To implement PECS effectively, several physical components are typically required. These tools help keep the visual aids organized and accessible for the user at all times.
- Communication Book: A binder, usually with Velcro strips on the pages, where all the picture cards are stored. It serves as the user’s “voice.”
- Picture Cards: Small, laminated cards featuring icons or photos. These should be durable to withstand frequent handling.
- Sentence Strip: A clear or colored strip of plastic with Velcro that allows the user to build sentences.
- Dividers: Tabbed pages within the book used to categorize pictures, such as “Food,” “Toys,” or “Activities.”
Creating Effective Visual Aids
The quality and clarity of the visual aids can significantly impact the success of the system. When creating or selecting pictures for a PECS book, consider the following best practices to ensure they are helpful for the user.
Use Clear Imagery: Use high-contrast line drawings or clear, uncluttered photographs. If the learner struggles with abstract symbols, real photos of their specific toys and snacks are often more effective.
Ensure Durability: Communication cards are handled constantly. Laminating the cards and using high-quality Velcro will prevent them from tearing or losing their adhesive properties over time.
Standardize Sizes: Keeping cards at a consistent size (usually 1 to 2 inches square) makes them easier to handle and ensures they fit properly on the sentence strip and within the binder pages.
The Benefits of Using PECS
Implementing PECS visual aids offers numerous benefits beyond simply getting a snack or a toy. It provides a foundation for lifelong communication skills and can significantly improve the quality of life for the user and their family.
- Reduced Frustration: When an individual can clearly express what they need, the frequency of meltdowns or aggressive behaviors caused by communication barriers often decreases.
- Increased Independence: Users learn that they have the power to influence their environment and get their needs met without relying on others to guess what they want.
- Social Engagement: Because PECS requires an exchange with another person, it naturally encourages social interaction and eye contact.
- Speech Development: A common misconception is that PECS prevents speech. In reality, research shows that many children who use PECS eventually develop verbal language, as the system provides a low-stress way to practice the structure of language.
Tips for Successful Implementation
Starting a PECS program requires patience and consistency. To help the learner succeed, it is important to follow a structured approach and ensure everyone in the learner’s life is on the same page.
First, identify “powerful reinforcers.” These are items or activities the learner is highly motivated to obtain. Use these items during the initial phases to ensure the learner is excited about the exchange process. Second, ensure the communication book is always within reach. If the book is put away in a backpack or on a high shelf, the user loses their ability to speak.
Third, involve all caregivers. Consistency is key to learning any new skill. Parents, teachers, and therapists should all use the same prompts and symbols to avoid confusing the learner. Finally, consider seeking guidance from a certified PECS consultant or a speech-language pathologist who is trained in the protocol to ensure the phases are being taught correctly.
Conclusion
PECS visual aids are a powerful tool for unlocking communication for those who struggle with verbal speech. By following a structured, phase-based approach, this system helps individuals move from simple requests to complex social interactions. With the right tools and consistent practice, PECS can foster independence and strengthen the bond between the user and their community.
If you found this guide helpful, explore our other articles on child development and educational tools to find more ways to support your loved ones. Understanding the right resources is the first step toward creating a more inclusive and communicative environment for everyone.