PICTURE EXCHANGE COMMUNICATION

SYSTEM (PECS)
WHAT IS PECS?
The Picture Exchange Communication System
(PECS) is a systematic way to teach a child how to
communicate with someone else by handing them a
picture of what they want. This program is intended
to provide an alternative means of communication
for a child who is unable to speak with his mouth. It
is not a true form of speech for the child but an
alternative means that will allow him to “speak” his
thoughts even if his mouth won’t cooperate.

WHY USE IT?

PECS is a great way to bridge the gap between language and social interactions.
This can be a huge first step for children with autism or other developmental delays who were
previously uninterested in communicating.
Often, once they see the power of this communication, they are more open to trying other
forms of communication, including speech.

STEPS OF PECS
1. How to Communicate. In the initial phase of PECS, children are taught to exchange a single
picture for something they like or want (a toy, type of food, activity, etc.).
2. Distance and Persistence. This phase builds on the last one by teaching children how to exchange
a single picture for a desired item or activity in different settings, with different people, and
across distances. Children are also taught to be more persistent in their requests.
3. Picture Discrimination. In the third phase of the PECS program for autism, children learn to
discriminate between 2 or more photos when making a request. These photos are then placed in a
PECS Communication Book.
 PICTURE EXCHANGE COMMUNICATION
SYSTEM (PECS)
WHEN TO USE IT?
PECS are best taught when used for preferred items.
These are items that your child is already very
motivated for and asks for more than 5 times a day.
When PECS becomes mastered for you and your
child it can be used as a way to communicate with
you and any other person on a regular basis.
When you see your child frustrated and trying to
communicate your should present him/her with
options on their choice board.
This can lessen frustration and remind them of the
options.

WHAT DOES THE RESEARCH SAY?

Research says that children who use PECS boards are more likely to communicate and
experience less frustration. Many studies reviewed show a large increase of independent
requests for toys and other items. This means that children who were not making any
vocalizations are now making these requests vocally and with their pictures on their own.

HELPFUL TIPS FOR IMPLEMENTATION

1. Children need time to understand what you are asking them. Take it slow and start with one
picture.
2. Always pair the picture with the word. Repeating the word two times (once when they ask for it
and once when you give it to them) will increase understanding of word to picture.
3. Always use least to most prompting. Starting with a gesture to the picture or verbal reminder
before physically prompting the child to touch or pick up the picture. This gives the child a chance
to ask independently.
4. Reward any and all attempts at using this form of communication. Being excited will increase the
likelihood of increased communication.
5. Utilizing the PECS system as much as possible will create more success.