Picture Exchange Communication System (PECS)

Unlocking Communication: The Power of PECS

June 12, 2025

Introduction to PECS

The Picture Exchange Communication System (PECS) is a groundbreaking, research-backed augmentative and alternative communication (AAC) approach designed to help individuals with limited or no speech develop effective, functional communication skills. Originally developed in the United States in 1985 by Lori Frost and Andy Bondy at the Delaware Autistic Program, PECS has since transformed the landscape of communication interventions worldwide, supporting individuals across a broad age and ability spectrum. This article explores PECS’s development, principles, implementation strategies, benefits, supported research, suitable candidates, and practical resources, offering a comprehensive understanding of this influential communication system.

Origins and Development of PECS

Discover the History and Growth of PECS

What is the Picture Exchange Communication System (PECS) and how does it facilitate communication for individuals with communication challenges?

The Picture Exchange Communication System, commonly known as PECS, is an evidence-based augmentative and alternative communication (AAC) approach designed to assist individuals with limited speech or no speech at all. Developed first in the United States in 1985 by Dr. Andy Bondy and Lori Frost at the Delaware Autism Program, PECS leverages visual symbols—pictures, icons, or photographs—as tools for communication.

PECS helps users, particularly children with autism spectrum disorder (ASD), learn to initiate requests, respond to questions, and make social comments. It begins with simple exchanges, where a person hands over a picture of a desired item to a communication partner in return for that item. Through systematic phases, individuals then learn to discriminate between different pictures, construct simple sentences like 'I want,' and expand their vocabulary.

Grounded in applied behavior analysis (ABA) and principles from B.F. Skinner’s work on verbal behavior, PECS emphasizes reinforcement strategies, teaching spontaneous and functional communication behaviors. Reinforcements often involve the actual preferred items, encouraging users to initiate communication independently.

PECS has been successfully implemented worldwide across various settings, including homes, schools, and community environments. It is adaptable for all ages, from preschoolers to adults, and can be used as a temporary or long-term communication strategy.

Success with PECS has been supported by more than 240 research articles, showing it can significantly enhance functional communication, decrease challenging behaviors like tantrums, and sometimes even facilitate the development of verbal speech.

The system progresses through six phases, starting with teaching the exchange of pictures and culminating in spontaneous commenting and sentence building. This structured approach allows learners to develop communication skills gradually, ensuring they become more independent and socially engaged.

Overall, PECS represents a practical, low-cost, and flexible method that empowers individuals with communication challenges to express their needs and ideas effectively, fostering greater social inclusion and quality of life.

Principles and Theoretical Foundations of PECS

Understand the Core Principles and Theories Behind PECS

What are the developmental phases and principles underlying the PECS program?

The PECS (Picture Exchange Communication System) program is a structured approach to teaching communication skills, especially for individuals with limited or no verbal communication ability. It is rooted in applied behavior analysis (ABA) and is influenced by B.F. Skinner’s work on Verbal Behavior, which emphasizes functional use of language for social signaling.

The program unfolds across six developmental phases, each building on the skills acquired in the previous one. The initial phase, Phase I, teaches the basics of exchange—children learn to give a picture of a desired item or activity to a communicative partner to make a request. This foundational step focuses on teaching the individual to initiate communication.

As learners progress to Phase II, they learn to generalize their requesting behavior across different settings, people, and situations, fostering persistence in communication.

In Phase III, individuals develop the ability to discriminate between multiple pictures, choosing the appropriate one to request specific items. This enhances their understanding of symbols and their functional use.

Phase IV introduces sentence structure, where learners use a basic sentence strip to form simple requests such as “I want,” followed by the picture of their desired item. This phase expands the expressive capacity and begins to introduce more complex communication.

Subsequently, Phase V focuses on answering questions like “What do you want?” and “What do you see?” which promotes responsive communication, while Phase VI encourages commenting, such as saying “I see a car,” thereby increasing social interactions and environmental awareness.

Throughout all phases, the teaching strategies emphasize systematic error correction, prompt fading, discrimination training, and fostering independent, spontaneous communication. Reinforcement and motivation are critical components, ensuring that learners find communication engaging and purposeful.

Overall, PECS combines behavioral principles such as shaping and differential reinforcement with a clear developmental framework. Its goals are to facilitate functional, intentional communication that reduces frustration and supporting social interaction for individuals with autism and other developmental challenges.

Implementation and Instructional Procedures

How is PECS implemented and what are its key instructional procedures?

PECS, or the Picture Exchange Communication System, is carried out through a structured, phase-by-phase approach that targets specific communication skills. The process begins with Phase I, where learners are taught to spontaneously exchange a picture of a desired item with a communication partner. This involves setting up an environment that motivates the learner, selecting highly preferred items as motivators, and reinforcing successful exchanges with praise or other rewards.

As learners progress, subsequent phases expand their skills. Phase II focuses on increasing persistence and independence in requesting across different settings and with various people. Phase III introduces the discrimination of multiple pictures, teaching learners to select the appropriate image to request an item. In Phase IV, the focus shifts to constructing simple sentences, such as "I want" followed by the item, using picture symbols. Further phases involve answering questions, like "What do you want?", and commenting on images in response to questions such as "What do you see?".

Instructional methods emphasize consistent use of prompts and reinforcement. Prompting may include physical guidance or pointing, which is gradually faded as the learner gains mastery. Reinforcement is immediate and positive, encouraging the learner to continue communication efforts. Systematic error correction is crucial and involves showing the correct picture after an incorrect response, physically guiding the correct response if needed, and providing consistent reinforcement for successful exchanges.

Fading prompts over time helps the learner develop independence. Teachers and caregivers are trained to implement these procedures and to adapt techniques based on the learner’s evolving skills. Importantly, generalization across different environments, people, and contexts is targeted by using varied settings and including communication partners such as family members, educators, and peers.

Overall, the key to successful PECS implementation is fidelity to the established protocols, ongoing professional training, and active involvement of caregivers to reinforce skills outside formal sessions. This systematic approach facilitates the development of spontaneous, functional communication abilities in individuals with autism and other communication challenges.

Benefits, Effectiveness, and Supporting Evidence

Learn About the Benefits and Scientific Support for PECS

How does PECS improve communication?

PECS, or the Picture Exchange Communication System, primarily helps individuals with limited or no speech develop functional communication skills. It teaches users to exchange pictures, symbols, or photographs to express their wants, needs, or thoughts. Over time, through systematic phases, users learn to build sentences, answer questions, and comment, fostering more spontaneous and purposeful communication.

Many children and adults with autism spectrum disorder (ASD) and other developmental disabilities have shown significant improvements in their ability to initiate requests, respond appropriately, and participate socially. This increase in communication abilities often leads to decreased frustration and challenging behaviors, as individuals gain more effective ways to express themselves.

The system's emphasis on intentional communication and independence makes it a practical tool in diverse settings like homes, schools, and community environments. Overall, PECS enhances social interactions, supports learning, and promotes greater participation in daily activities.

What research studies and meta-analyses support PECS?

Research backing PECS as an effective intervention is substantial, comprising over 240 studies worldwide. A notable meta-analysis reviewing research from 1994 to 2009 examined eight single-subject experiments and three group studies involving children aged 1 to 11 with ASD.

The findings indicate that PECS is promising for improving communication skills, although results are variable. The analysis suggests small to moderate gains in communication abilities following PECS training. Notably, the study highlighted that full implementation of all six phases tends to produce better outcomes.

However, the impact of PECS on speech development remains limited. Some studies report small or even negative effects on vocal speech, indicating that PECS primarily boosts functional communication rather than language production.

Additionally, research underscores that factors like the level of family or caregiver involvement, the intensity of the intervention, and socio-economic conditions influence how well individuals benefit from PECS. Despite mixed results on speech gains, PECS is widely regarded as an accessible, low-cost approach that supports meaningful communication in many users.

How does PECS affect speech development?

While initial expectations suggested PECS might facilitate speech, research findings are mixed. Most studies demonstrate that PECS effectively helps individuals initiate communication and manage social interactions. Nonetheless, the evidence regarding its role in developing vocal language is limited.

Some research indicates small advances in speech following PECS training, but others show negligible or negative effects. This suggests that PECS alone may not be sufficient to promote speech and is best used alongside other speech-language interventions.

Experts recommend combining PECS with multiple communication modalities for optimal results. Early and consistent use, along with ongoing speech therapy, can strengthen the chances of speech development over time.

Can PECS reduce challenging behaviors?

Many practitioners observe that teaching individuals to communicate via PECS can significantly reduce frustrating behaviors like tantrums, aggression, or self-injury. When individuals can effectively request desired items or escape uncomfortable situations, their need to resort to challenging behaviors diminishes.

Studies support this observation, indicating that PECS not only enhances communication but also contributes to behavioral improvements. The reduction in challenging behaviors is often attributed to decreased frustration and increased control over social interactions.

Implementing PECS consistently across environments, alongside behavioral supports, can lead to more relaxed, cooperative behaviors and better overall quality of life for users.

Guidelines, Candidates, and Resources for PECS Implementation

Guidelines for Successful PECS Implementation and Ideal Candidates

Who are suitable candidates for PECS, and what training is needed to implement it effectively?

Suitable individuals for PECS include children and adults with communication challenges stemming from various disabilities such as autism spectrum disorder, cerebral palsy, aphasia, or other neurological and developmental conditions. These candidates typically have limited or no speech and demonstrate some level of intentional communication or awareness of their needs. They are motivated by preferred objects, activities, or stimuli, which encourages engagement in the exchange process.

Candidates should be capable of forming basic communication behaviors, such as gestures or deliberate requests. Their motivation and partial awareness are critical since PECS builds upon spontaneous initiation and game-changing communication skills.

Successful implementation of PECS depends heavily on proper training. Caregivers, educators, and practitioners need to undergo structured training conducted by certified professionals, often through workshops provided by Pyramid Educational Consultants or similar organizations. Training usually lasts around two days and covers all six PECS phases, focusing on teaching the symbol exchange, sentence development, and generalization across settings.

Fidelity to the PECS protocol is essential. Trainees must learn to use behavioral principles such as shaping and reinforcement to promote effective communication. Ongoing professional development helps ensure skills are maintained and refined.

Preparation is also vital—this includes organizing durable picture materials like cards or boards, using materials such as cardboard or poster board with pictures attached via Velcro, glue, or tape. Consistent opportunities for communication are needed in daily activities, both at home and in educational or community settings.

Overall, candidates who are motivated, capable of engaging with symbolic communication, and supported by trained caregivers or educators are ideal for PECS. The structured training ensures practitioners can implement the program effectively, promoting meaningful communication and reducing frustration and challenging behaviors.

Resources, Materials, and Comparison with Other Methods

Explore Resources and How PECS Stands Out from Other Communication Methods

Are there resources or materials, such as printable pictures or PDFs, available to aid in PECS implementation?

Yes, a wide range of resources and materials are accessible online to support the implementation of PECS. These include free printable pictures, visual communication boards, and activity cards that are essential for teaching and reinforcing communication skills.

The printable materials cover numerous themes to suit different learner needs and environments. Common categories include holidays, community outings, daily routines, and specific items such as animals, colors, and foods. Such resources are suitable for learners across all ages, from pre-kindergarten children to adults.

In addition to visual aids, many online platforms offer instructional guides, tips for creating and customizing PECS cards, brochures for parents and educators, and sample schedules. These supplementary materials help ensure consistent and effective use of PECS.

Templates and sample kits, like the PECS 151 set, provide pre-designed images and activities, often available at no cost. Many of these resources can be laminated and adapted to meet individual needs, making them highly durable and customizable.

The availability of such extensive resources aims to simplify the process of PECS implementation, making it more accessible and effective in educational and therapy settings for individuals with autism and communication challenges.

How does PECS differ from other pictorial communication methods?

PECS stands out from other pictorial communication systems because of its systematic, phase-based approach rooted in applied behavior analysis. While many pictorial methods use symbols or pictures for communication, PECS emphasizes teaching individuals to initiate communication by exchanging pictures and gradually building more complex sentences.

PECS focuses on promoting spontaneity, independence, and functional communication, whereas some other methods may rely more heavily on prompts or cueing. Moreover, PECS does not use verbal prompts initially, fostering immediate initiation and reducing prompt dependency.

Another difference lies in its structured progression through six phases, from simple exchanges to commenting and sentence construction. This deliberate developmental pathway ensures learners can generalize skills across settings and communicative partners.

Finally, PECS incorporates error correction procedures and reinforcement strategies consistent with ABA principles, making it highly systematic compared to more casual or less structured pictorial systems.

| Aspect | PECS | Other Pictorial Methods | Details | |----------------------------|-------------------------|------------------------------|-----------------------------------------------------| | Approach | Systematic, phase-based | Varies, often less structured | Focuses on teaching initiation and sentence development | | Prompt Use | Minimal verbal prompts | Can depend on prompts | | Dependency | Aims to reduce prompt dependency | May rely more heavily on prompts | | Focus | Functional, spontaneous communication | May focus on recognition or choice | | Flexibility | Highly customizable | Less customizable |

By understanding these differences, educators and therapists can select the pictorial communication system best suited to individual needs, with PECS offering a proven, structured pathway to functional language development.

Final Thoughts on PECS

The Picture Exchange Communication System remains a powerful, evidence-based tool for fostering communication in individuals with speech and language challenges. Its structured, phased approach grounded in applied behavior analysis has proven effective across diverse populations and settings. When implemented with fidelity and supported by proper training, PECS can not only improve functional communication but also reduce behavioral challenges and promote social engagement. Ongoing research continues to refine its application, and a wealth of resources are available to aid practitioners and families. Ultimately, PECS plays a vital role in empowering individuals with communication difficulties to participate more fully in their environments, advocating for their needs, and expanding their social worlds.