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Picture Exchange Communication System (PECS)

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Picture Exchange Communication System (PECS)

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PECS is a low-tech system that allows people to communicate using printed picture symbols.

Students are taught to use picture symbols to communicate what they want, feel, or need. This supports students with ASD in communication when they may be a nonverbal communicator or prefer not to speak.

Students bring the picture to who they want to communicate with, and the other person takes the picture, and then gives the student what was requested. Great opportunities to use PECS include during eating time, recess, classroom activities, and one on one.

There are 6 phases of PECS that move from how to communicate, distance and persistence, picture discrimination, sentence structure, answering questions, and commenting. Following the order of these phases will support students with ASD in making progress with their communication skills.

To determine if the PECS is working, data will need to be taken to document how often the student successfully uses the system. Each phase should be monitored to determine when to move forward to the next phase.

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Communication is essential in life, on personal, educational, and professional levels. It is easy to take for granted the ability to easily speak and convey thoughts if we have no problems with language. However, for those who struggle to communicate, augmentative alternative communication (AAC) devices and systems are key considerations.

Augmentative Alternative Communication (AAC)

AAC devices are one form of assistive technology that removes, or at least diminishes, language barriers, and facilitates communication for those who have speech disorders, weak reading skills, various types of learning disabilities, or who are entirely non-verbal.

Effective assistive technology also fulfills some of the stipulations contained within Individualized Education Programs (IEPs) for students. This is especially true for those on the autism spectrum.

AAC devices or systems include both low-tech to high-tech varieties to promote functionality in the areas of speech and language, as well as in literacy. One low-tech AAC system that is an easy and direct form of assistive technology is the Picture Exchange Communication System, known by its acronym, PECS.

Picture Exchange Communication System (PECS)

The simplicity and genius of PECS is in its presentation of everyday objects and actions in pictures or images on cards. Whether working with individual picture cards or using them in a game, this pictorial system of communication operates on these principles for the speech-impaired person who:

Recognizes what the picture represents

Exchanges the card with a "communication partner" who could be a parent, another family member or friend, teacher, speech therapist, or other professional

Receives the object pictured or engages in the action represented in the picture

PECS originated in 1985, the invention of Andrew Bondy, Ph.D., and Lori Frost, SLP-CCC. The primary use of PECS at the time was with autistic children. This was due to its ease of use and its relatively low cost for parents and professionals alike who worked with students who struggled with communication challenges.

So how does PECS work?

PECS consists of six basic phases of interaction between students or other individuals, and their "communication partners" who could be parents, teachers, or others. The phases are as follows:

1. Phase 1: How to Communicate. The individual exchanges single picture cards for desired items or activities.

2. Phase 2: Distance and Persistence. The individual generalizes the newly acquired skill by using single picture cards in different settings with different people

3. Phase 3: Picture Discrimination. The individual learns to select two or more picture cards from the communication book to request additional desired items or actions.

4. Phase 4: Sentence Structure. The individual constructs simple phrases or sentences using the sentence strip in the communication book. This can include the phrase "I want" followed by the picture depicting the item or action the individual is requesting. The individual continues to expand his or her language skills by adding descriptive words to the sentences. For instance, "I want red"

5. Phase 5: Responsive Requesting. The individual uses the communication book and sentence strip to answer questions, such as, "What do you want?"

6. Phase 6: Commenting. The individual uses the communication book and sentence strip to comment and respond to questions about what he or she sees, hears, feels, and so on. They accomplish this by starting sentences with the appropriate verb, such as "I see", "I hear", or "I feel" (Pyramid Educational Consultants, 2010).

Other PECS examples

The communication book, pictured at the beginning of this blog post, is the primary PECS communication device. However, there are numerous applications of PECS or similar picture cards that can be constructed and used in various types of games to promote growth in communication.

For instance, consider games and activities.

Beginning blends is an activity that shows the beginning consonants of different words, such as "ch", "cr", "fl", and "st", as shown, along with their relevant pictures. The blend cards are in the top row and then students take turns choosing the correct pictures to place under the appropriate blend sound. For example, cherry goes under the picture of cheese, since both begin with "ch." Along with each action, teachers and students practice the sounds and words.

In the Animal Lotto game, teachers can help students learn the names of animals, as well as improve their matching skills and eye-hand coordination.

In the Yes/No workbook, each page contains a question, requiring a student to respond with a smiling "Yes" or frowning "No" picture card.

Conclusion

PECS is a relatively easy yet effective form of assistive technology, specifically designed to accommodate individuals with communication disorders and challenges.

While PECS was originally designed to help children with autism, it has since proven effective for individuals of all ages, with dozens of wide-ranging diagnoses almost from A to Z. These are representative examples:

Aphasia

Alzheimer's Disease

Cerebral Palsy

Cleft lip and/or palate

Cochlear implant

Cognitive impairment

Deaf/hearing impaired

Developmental delays

Down syndrome

English as a 2nd lanuage (ESL)

Fetal Alcohol Syndrome

Microcephaly

Seizure disorder/Epilepsy

Selective mutism

Tourette syndrome

Traumatic/acquired brain injury

Wolf Hirschorn Syndrome

To learn more about PECS and its related Pyramid Approach, along with opportunities for PECS training, go to Pyramid Educational Consultants.

Learn More

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The Accessible Customer Service for Virtual Customer Service Teams training course is specially crafted to help customer service representatives gain the specific knowledge and awareness they need to deliver inclusive service for customers with disabilities.

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Effective Communication: What is PECS and How Does it Work?

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Communication is essential in life, on personal, educational, and professional levels. It is easy to take for granted the ability to easily speak and convey thoughts if we have no problems with language. However, for those who struggle to communicate, augmentative alternative communication (AAC) devices and systems are key considerations.

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Core vocabulary consists of simple words that are used frequently across contexts. These words make up 80% of the words we use regularly.

Core vocabulary is a low-tech option that can be tailored to meet individual student needs. Core vocabulary boards are provided to students to provide communication opportunities in unstructured, natural environments.

Core vocabluary boards should be accessible at all times. They should be located in multiple locations throughout the classroom and entire school building. This provides students opportunities to communicate wherever they are in the school building. Core boards can also travel with students from class to class.

Students can use core vocabulary boards to have casual conversations with friends, answer a question the teacher asked, or just to communicate wants and needs. The core board provides endless opportunities for students to communicate.

There are no prerequisites to use core vocabulary. Modeling use of the core board as much as possible is the best way to implement the core board in the classroom. The core board can start with as little as 12 picture symbols and go all the way up to 108 symbols. It is recommended to start with the biggest board as to not limit communication, however core boards with a ranging number of symbols can be used based on student needs. Exposing all students to the core board and having everyone use it to communicate, can support an inclusive environment for all students.

To evaluate the effectiveness of using a core vocabulary board communication system in the classroom, it is important to keep accurate data. Providing students structured opportunities to use the core board and tracking accuracy will help stakeholders determine comprehension of system. Keeping data on the number of times the student engages with the core board during unstructured times will also be important to determine engagement.

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Unaided communication involves the use of vocalizations, verbalizations, or gestures to communicate. No materials are needed in unaided communication.

Unaided communication can be beneficial for young students with ASD who are unable to communicate verbally or also have an intellectual disability.

Teachers and staff will need to model both gestures and speaking to supports students in learning this communication system. Stakeholders will need to be intuitive with students to set students up for success. Modeling gestures or sign language can support students with ASD in communicating unaided.

Unaided communication is great for yes and no questions, as students can be taught to shake their head yes or no. This no-tech system can help students answer questions when a teacher is trying to prevent behaviors or a meltdown.

To determine the effectiveness of this strategy, documenting behavioral challenges due to communication deficits will need to be done. Tracking data to see if the student using this strategy is able to successfully get their wants and needs met without any other communication supports will also need to be done. If students are continuing to struggle to communicate or get their wants and needs met, more strategies and systems should be implemented.

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AAC is used by people who, some or all of the time, cannot rely on their speech.

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A strategy to support students with ASD in communicating is modeling. Modeling is an important aspect of teaching students to communicate as well as how to respond to different social situations.

Modeling can be done for all types of communicators. Teachers can model verbally, in sign language, in gestures, on an AAC device, on a core vocabulary board, using PECS, and any other communication system.

Modeling can support students with ASD in communicating. Because most students with ASD are visual learners, watching the teacher model communication strategies can help them learn to communicate. By watching the teacher's body language, gestures, and communication, students can pick up on social cues, how to initiate interactions with others, and other communication strategies.

Teachers can support students in specific social situations. A teacher and student with ASD can role play having a conversation that the student may have with another student. Modeling this conversation can help the student with ASD generalize the skill and use the model to communicate with peers on their own.

Implementing modeling will need to be done all day every day. As an educator, students will always be watching. Providing them the best role model can support students with ASD in developing effective communication skills. This means using proper language, body language, and demonstrating positive social interactions with others. It will also include modeling communication when challenges arise.

To monitor if modeling is working, keeping data on how students are responding to structured modeling times will need to be done. Structured activities where students need to repeat/do what was modeled will be needed to collect data.

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How to be a Great Teacher through Modeling in the Classroom

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How to be a Great Teacher through Modeling in the Classroom

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How To Be A Great Teacher Through Modeling In The Classroom - Smart Classroom Management

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For classroom management-related instruction, the most effective teachers rely on modeling more than any other strategy. Because showing students what you expect is infinitely more powerful, more meaningful, and more memorable than voice instruction will ever be-by a long shot. Do it well and the results can be stunning, like having a whole new class.

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Augmentative And Alternative Communication (AAC)

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Augmentative And Alternative Communication (AAC)

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Augmentative and alternative communication (AAC) helps individuals who cannot talk prefer not to talk or are hard to understand. AAC are all of the ways that someone communicates besides talking. This can include a speech-generating device, gestures, sign language, written words, and more.

AAC can be low-tech or high-tech. There are many different systems that can be used to meet the needs of students with ASD. More examples will be provided on this Padlet.

Choosing which AAC device to use for students with ASD should be individualized based on student need. Collaboration with the speech and language pathologist as well as the district's assistive technology team will need to be done to determine which AAC device would best meet the student's needs and for AAC to be implemented successfully.

To determine if the selected AAC system is effective, data should be taken to determine if the system should be continued, altered, or changed.

AAC can be used anywhere. A great example of using AAC is using a high-tech speech generating device to allow a student with ASD to communicate with peers. This can give a student with ASD access to their peers and feel included in classroom discussions.

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Multimodal communicators

Many people who cannot speak but use AAC are multimodal communicators. This means they have multiple ways to communicate their messages. As well as AAC, they might use vocalizations, word approximations, and maybe some gesture and sign language. Many people show photos from their camera roll to add to what they are saying. All different methods of communication should be valued and respected. Different communication still tells us something!

Even people with some spoken communication, may benefit from AAC. If speech is limited, AAC can help. It can give a person more words and language. They may communicate far more with AAC than they can with speech alone.

Benefits of AAC

Many people who cannot rely on speech, could benefit from AAC. And there are challenges when people do not have AAC.

People who use AAC describe benefits

These include:

stronger friendships and deeper relationships

richer, more frequent social interactions

deeper social roles: family member, friend, professional, student

increased autonomy and decision-making power over their own life

increased independence

more respect from others

greater participation in their family lives and communities

improved information sharing with physicians

improved personal safety in a variety of care settings, such as hospitals or long-term facilities

more employment and volunteer opportunities

improved physical and mental health

Challenges for people without AAC

There are often difficulties without AAC, when someone cannot talk reliably.

People who use AAC say that, prior to having a communication system, they experienced:

more social isolation and loneliness

increased frustration and acting out with loved ones

greater vulnerability, especially when alone in a care setting

feeling shut out of important decisions over their own life

inability to show what they know or can learn

The AAC journey

Communication is a fundamental human right. A person with speech impediments or disorders can communicate with AAC.

Before starting, you may still wonder whether AAC is really needed. Will AAC be beneficial? When should we consider AAC? If you need help answering these questions, please check the "Do we need AAC?" article.

If you are using symbols and wish to make plans that support change and progress, please use our Learn AAC Guide. This may help you to consider selecting the right AAC system for a person, getting set up for AAC and then helping to build language and real communication.

Good luck, please reach out to our support team if you need any help along the way!

Links & references

ASHA. Augmentative and Alternative Communication. [Article and references]

Ahern, Kate. (2014). Why "prove it with low tech first" doesn't work. [Blog post]

Beukelman, D., & Mirenda, P. (2013). Augmentative and Alternative Communication (4th Ed.). Baltimore: Paul H. Brookes.

Brady, N. C., Bruce, S., Goldman, A., Erickson, K., Mineo, B., Ogletree, B. T., Paul, D., Romski, M., Sevcik, R., Siegel, E., Schoonover, J., Snell, M., Sylvester, L., & Wilkinson, K. (2016). Communication services and supports for individuals with severe disabilities: Guidance for assessment and intervention. American Journal on Intellectual and Developmental Disabilities, 121(2), 121-138.

Farrall, Jane. (2015). AAC: Don't Demand Prerequisite Skills. [Blog post]

Kangas, Kathleen & Lloyd, Lyle. (2009). Early Cognitive Skills As Prerequisites to Augmentative and Alternative Communication Use: What Are We Waiting For?. Augmentative and Alternative Communication. 4. 211-221.

Light, J., & McNaughton, D. (2014). Communicative competence for individuals who require augmentative and alternative communication: A new definition for a new era of communication? Augmentative and Alternative Communication, 30, 1-18.

LoStracco, Heidi. (2014).The Myth of Augmentative and Alternative Communication (AAC) Pre-Requisite Skills. [Blog post]

National Joint Committee for the Communication Needs of Persons With Severe Disabilities. NJC on AAC. [Article]

Romski, M.A. & Sevcik, R.A. (2005). Augmentative communication and early intervention: myths and realities. Infants and Young Children 18 (3), 174.

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AAC stands for Augmentative and Alternative Communication. It describes methods, devices, or communication strategies for people who cannot use verbal speech.

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Proloquo2Go is a high-tech speech-generating device. It is an application that is downloaded onto an iPad or tablet.

Proloquo2Go provides endless opportunities for communication. It has pre-loaded communication boards organized by categories making it very user friendly. Proloquo2Go also has a keyboard where speech will be generated from typed words as well. The device can be used anywhere and can be set to almost any language. The device will need to be charged in order for the app to work.

Proloquo2Go can provide students with ASD the opportunity to live a normal life and participate in events and activities like their same aged peers. The device can support students in making friends, participating in classroom discussions, and allows them to communicate anything they may want or need.

Implementing Proloquo2Go at school will take some teamwork. The classroom staff, student, and parents will need to be trained by the speech and language pathologist or the assistive technology team. Both staff and student being properly trained is the most important step of implementing this device. Without proper training and modeling, the device will not be as effective.

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Our AAC app family has two new members supporting children and parents on their AAC journey.

Built from the ground up with an easy-to-use layout, step-by-step guidance and support, you can easily make communication with AAC a part of your everyday life.

Try AssistiveWare Proloquo and Proloquo Coach free of charge for one month.

You'll love how this symbol-based app helps users learn how to express themselves. Proloquo2Go puts the user's development first, with innovative features based on clinical knowledge and user research.

It's also one of the few AAC apps designed to support all users, from beginning to advanced. Completely customizable and designed for a range of fine-motor and visual skills, the app's versatility makes it useful for non-speaking people with autism, Down syndrome, cerebral palsy, and a range of other diagnoses or speech impediments like apraxia and dysarthria.

Grow and develop

Communicate with ease

Core words stay in the same place throughout the vocabulary to aid motor planning.

Customizable folder organization. You can also create your own folders easily, based on thematic templates.

Designed for a range of fine-motor and visual skills with options like 23 pre-programmed grid sizes and accessibility settings which support scanning and Apple's VoiceOver.

Use it your way

"
The app continues to grow with us, and each update brings only greater utility and reward. Rupert is seventeen now, and I can't see us ever using any other communication format.

Proloquo2Go lets you be you. Choose from 100 voices, ranging from friendly adult voices to genuine children's voices and bilingual voices. The voices are created using real recorded speech, making them feel surprisingly natural. For some languages, you even have multiple options.

Exploring insurance options for Proloquo2Go? We've got you covered.

Our partner, AbleNet, specializes in guiding people through the insurance process for AAC apps and devices. AbleNet works with ALL speech-language pathologists, regardless of their experience with speech devices.

Visit AbleNet's site or contact our support team and get Proloquo2Go the hassle-free way.

Proloquo2Go

AAC Essentials Bundle

Proloquo2Go

Help & Support

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Ask our Support team

Make every environment set up for quick access to AAC. These printable communication boards are handy to use across different environments. This is very helpful when the device is not available. Using core word boards means you can make AAC always available.
Quick communication boards (new!)
More words to communicate with. Read how to use the Quick communication boards.
Core word boards

Gateway to Language & Learning is an efficient core word vocabulary offering user vocabularies for children, teens, and adults.

Proloquo2Go has the CrescendoTM core word vocabulary built-in. The Gateway to Language and Learning© vocabulary is available as an in-app purchase.

Learn more about Crescendo and Gateway

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Proloquo2Go - AAC app with symbols - AssistiveWare

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You'll love how this symbol-based app helps users learn how to express themselves. Proloquo2Go puts the user's development first, with innovative features based on clinical knowledge and user research.

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Computers and laptops are high-tech devices that can provide communication support for students with ASD. Computers allows students to type as well use speech-generating tools to speak for them.

Computers and laptops can be used for students who are able to type, use a mouse, or navigate the device. This can support students in the classroom when writing or speaking may be a challenge. Many students with ASD struggle with fine motor skills and writing. Providing a computer or laptop for the student to type answers or responses can help the student participate and feel included in the classroom.

Implementing the device can be done after the student has had training from the staff or has been observed successfully using a computer. A laptop is portable, and in many areas, students are issued one beginning in 3rd grade. This means all students have access to the keyboard and it is an easily accessible tool if the school district has provided them to all students.

To determine the effectiveness of the computer or laptop, papers and assignments can be graded to determine if the device is supporting the student's communication skills. Collecting baseline data and ongoing data in the form of typed responses, will help determine if the device supporting the student successfully.

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Assistive technology is used to support and enhance communication for people with autism. Autism Speaks has the latest information and resources.

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Visuals are a fantastic tool to provide students with ASD to help them communicate. Visuals are a low-tech option that requires a device, printer, and paper. You could also draw your own visual symbols.

Visuals can be used to support students in following the classroom routine, rules, and expectations. The symbols can also be used to support students in communicating.

Visuals should be provided to students to encourage communication. Visuals should be made to go along with lessons and activities in the classroom. Objects in the classroom can be labeled with the visuals and visual supports should be located around the classroom to support ongoing communication.

The speech pathologist and classroom staff should teach the student with ASD how to use visuals. Modeling the implementation of visuals on a regular basis can help students learn to use the visuals and support communication.

Students with ASD often learn best visually. Student can use visuals to order their hot lunch at school. They can point to the pictures of the items they want without having to speak any words.

To determine the effectiveness of visuals, data should be taken to track the number of times the student interacts with the visuals. It should also be documented where the visuals were used and why. This can help support the creation of more visuals for multiple situations and experiences.

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A program to create your own low-tech visuals.

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Utilize ESSER funds to reverse learning loss with Boardmaker's visual learning solution.

It is Inaugration Day 2021! Please use these symbols of President Biden and Vice President Harris to talk about the day.

Here is a collection of our symbols relating to Election Day to help educate your students.

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Boardmaker is a complete special education platform that supports education, communication, access and social and emotional needs of more than six million students in 51 countries. At home, at school, or in a clinical practice, Boardmaker drives your student's success.

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The Go Talk is a low-tech speech generating device that runs off of batters. Visuals are inserted based on student needs and a person who is able to speak must record the word of the symbol.

This low-tech option is portable, light weight, and a great option for students with ASD who are not yet verbally communicating. This device is beneficial for students who enjoy technology but are not consumed by the device trying to navigate out of the system to a game.

The GoTalk should be introduced by a speech and language pathologist. The speech pathologist should teach classroom staff and the student how to use the device. Giving the student ample opportunities to practice will help the student become more successful in communicating.

To determine effectiveness, formal assessments can be administered to collect data on student progress. If the student is progressing, the student can move from using 4 symbols, all the way up to 32 symbols.

This device can help students participate in conversations, requesting, labeling, and getting wants and needs met. It is a universal tool that the student can easily take from class to class or events and activities.

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This easy-to-use, 45 message, AAC device supports those with limited to no speech throughout their daily activities

Product Features:

Records and stores up to 45 messages in five levels, up to 8.25 minutes in total

Nine programmable buttons allow the user to personalize each level with pictures and vocal recordings

Includes three additional core buttons for frequently used words or phrases across levels

Offers sequential recording for quick set-up and re-recording

GoTalk 9+ is temporarily out of stock.

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Product Features: Records and stores up to 45 messages in five levels, up to 8.25 minutes in total Nine programmable buttons allow the user to personalize each level with pictures and vocal recordings Includes three additional core buttons for frequently used words or phrases across levels Offers sequential recording for quick set-up and re-recording GoTalk 9+ is temporarily out of stock.

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The Big Mac device is a button that can be pressed to communicate. The button can record up to 2 minutes and can be pressed to speak what was recorded.

This low-tech device is great for requesting, responding, or asking for help. Pre-record "I need help" for a student, and they can press the button when they need help. Many times, students with ASD will not participate or just sit there if they need help. This button gives them the tool they need to ask the teacher for help.

To implement the button, the button should be modeled for the student. Activities should be set up to use the button and give the student plenty of opportunities to practice. Multiple buttons can be used as well. Using two buttons for "yes" or "no" can help students communicate.

To determine effectiveness, data can be collected on the number of times the student presses the button. If the student is successfully using the button, more buttons can be added or another AAC device that offers more opportunities for language can be introduced.

The Big Mac button is great for young students with ASD who are not yet communicating effectively. Giving the students a "voice" through one button can help not be as over stimulating as other AAC options.

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Our most popular single message dedicated speech generating device enables you to record one message up to 2-minutes long directly to the device. For message playback, activate the large 5-in/12.7-cm switch top or use an alternative switch for access.