Picture Exchange Communication System
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. This system has been used with a variety of ages who have a wide array of communicative, cognitive and physical difficulties. PECS is designed to teach functional communication with an initial focus on spontaneity. It continues to be implemented in a variety of settings (home, school, community) so users have the skills to communicate their wants and needs. PECS uses picture symbols as the modality and teaches young children a way of communicating within a social context.
The Six Phases of PECS
PHASE I: How to Communicate
Students learn to exchange single pictures for items or activities they really want.
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.
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.
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.
Attributes and Language Expansion
Students learn to expand their sentences by adding adjectives, verbs and prepositions.
PHASE V: Answering Questions
Students learn to use PECS to answer the question, “What do you want?”.
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.
(http://www.pecsusa.com/pecs.php)
Students learn to exchange single pictures for items or activities they really want.
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.
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.
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.
Attributes and Language Expansion
Students learn to expand their sentences by adding adjectives, verbs and prepositions.
PHASE V: Answering Questions
Students learn to use PECS to answer the question, “What do you want?”.
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.
(http://www.pecsusa.com/pecs.php)
Pecs-Usa.com is the exclusive home of PECS (Picture Exchange Communication System). This site includes information about PECS along with any offered trainings or workshops offered.
PECS Phase ! |
PECS Phase II |
Now Available- PECS Phase III App for iPad®
The PECS Phase III app is an invaluable tool that allows you to implement the teaching of Phase III of PECS™ and offers a novel approach to providing new opportunities for learners to practice discrimination techniques and strategies. The app, designed to look just like a PECS™ communication book permits a teacher to practice picture discrimination with one or several learners within a single session. Touching the correct icon results in immediate visual and auditory feedback from the device in a manner far quicker than a teacher could react. If the learner touches an incorrect icon, there is no significant feedback. A correct picture selection results in access to a desire item or activity!
How and When you should use PECS?
PECS is recommended as a tool to enhance functional communication skills of individuals with ASD. PECS may be implemented in a variety of settings, such as home, school and community, so that the user has the skill to communicate their wants and needs. PECS can be used as a communication system for many nonverbal students.
The PECS starts with teaching a student to exchange a picture of a desired item with a teacher/communicative partner, who immediately honors the request. When a student hands the picture over, they immediately receive what they asked for. This gives them a basic form of communication to be able to express their desires. 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. Once the students understand how to create a simple sentence, they can engage in social interactions with peers. Students can use these simple sentences to request to play, or initiate conversation, which they never had the ability to do. In the most advanced phases, students are taught to respond to questions and to comment.
A PECS trained professional should teach PECS to the student. Once the student understands how it should be used, they could carry it over into many different settings. A non-verbal student could especially benefit socially by using PECS because it gives them a way of expressing their needs and wants.
The PECS starts with teaching a student to exchange a picture of a desired item with a teacher/communicative partner, who immediately honors the request. When a student hands the picture over, they immediately receive what they asked for. This gives them a basic form of communication to be able to express their desires. 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. Once the students understand how to create a simple sentence, they can engage in social interactions with peers. Students can use these simple sentences to request to play, or initiate conversation, which they never had the ability to do. In the most advanced phases, students are taught to respond to questions and to comment.
A PECS trained professional should teach PECS to the student. Once the student understands how it should be used, they could carry it over into many different settings. A non-verbal student could especially benefit socially by using PECS because it gives them a way of expressing their needs and wants.