picture exchange communication system pdf
Picture Exchange Communication System (PECS)⁚ A Comprehensive Guide
The Picture Exchange Communication System (PECS) is an evidence-based practice for children and youth with autism spectrum disorder (ASD) from 3 to 14 years of age. PECS uses picture cards instead of speech to communicate and has been shown to improve communication skills.
What is PECS?
The Picture Exchange Communication System (PECS) is a communication system that utilizes pictures or symbols to assist individuals, particularly children, in expressing their wants and needs. It is specifically designed for children who experience difficulties initiating communication and may have limited spoken language. The core objective of PECS is to cultivate functional communication skills.
PECS operates by teaching individuals to approach another person and hand them a picture card representing their desired item or activity. This exchange serves as a communication request, allowing the individual to express themselves even without verbal skills. The system is based on the principles of Applied Behavior Analysis (ABA) and emphasizes the importance of initiating communication, a crucial aspect of social interaction.
PECS has proven to be a valuable tool for individuals with autism spectrum disorder (ASD) and other communication challenges. It provides a structured and visually-based approach to communication, enabling individuals to express themselves effectively and participate in social interactions more readily.
Why Use PECS?
PECS offers a compelling alternative for individuals who struggle with traditional verbal communication. It empowers them to initiate communication, a skill that often proves challenging for those with autism spectrum disorder (ASD) or other communication difficulties. The system’s visual nature provides a clear and consistent method for expressing needs and desires, reducing frustration and enhancing overall communication effectiveness.
Furthermore, PECS promotes independence and self-advocacy. By teaching individuals to request what they want, PECS fosters a sense of agency and control over their environment. This can lead to increased confidence and a greater sense of empowerment, ultimately contributing to improved quality of life.
Beyond its immediate benefits, PECS serves as a stepping stone toward more complex communication skills. As individuals progress through the phases of PECS, they develop foundational skills that can be applied to other forms of communication, including spoken language. This makes PECS a valuable tool for promoting language development and overall communication growth.
The Six Phases of PECS
PECS is a structured and systematic approach to communication, divided into six distinct phases that progressively build upon each other. Each phase introduces a new skill or concept, gradually increasing the complexity of communication. This phased approach ensures that individuals acquire communication skills in a manageable and sequential manner.
The six phases of PECS are designed to address a wide range of communication challenges, including initiating requests, responding to questions, and expressing thoughts and feelings. By progressing through these phases, individuals gain a deeper understanding of the communication process and develop the ability to engage in meaningful interactions with others.
The phases of PECS provide a framework for teaching functional communication skills. Each phase builds upon the previous one, ensuring that individuals develop a solid foundation in communication before moving on to more advanced concepts. This structured approach ensures that individuals are equipped with the necessary skills to succeed at each stage of their communication journey.
Phase 1⁚ Teaching the Physically Assisted Exchange
Phase 1 of PECS focuses on establishing the fundamental exchange of a picture for a desired item. This initial phase is crucial for laying the groundwork for all subsequent phases. The goal is to teach individuals to understand that a picture can represent a specific item and that giving the picture to a communication partner will result in receiving that item. This process is facilitated through physically guided assistance.
The facilitator or communication partner physically guides the individual’s hand to select the desired picture and then to hand it to the partner. This physical assistance ensures that the individual experiences success in making the exchange and reinforces the connection between the picture and the item. As the individual demonstrates understanding, the level of physical assistance is gradually reduced until they can independently select and hand the picture.
The success of Phase 1 relies on immediate reinforcement. Once the individual hands the picture to the communication partner, they immediately receive the desired item. This immediate reinforcement strengthens the association between the picture, the action of exchanging it, and receiving the desired item. The focus of this phase is on making the communication exchange clear and rewarding, paving the way for more complex communication skills in later phases.
Phase 2⁚ Distance and Discrimination
Phase 2 of PECS builds upon the foundation established in Phase 1 by introducing the concept of distance and discrimination. The individual is now taught to initiate communication from a greater distance, requiring them to independently approach the communication partner and initiate the exchange. This step encourages the individual to actively seek out communication opportunities and increases the functional relevance of PECS within a social context.
The introduction of distance also introduces the need for discrimination. The individual is presented with two or more pictures representing different items, and they must learn to select the correct picture representing their desired item. This step encourages the individual to focus their attention on the specific picture they want and to make a deliberate choice, reinforcing the link between the picture and the item it represents.
During this phase, the communication partner remains available and encourages the individual to approach and initiate the exchange. However, the level of physical assistance is gradually reduced as the individual demonstrates the ability to independently navigate the distance and select the correct picture. This gradual reduction in assistance promotes independence and reinforces the individual’s ability to initiate communication without relying on physical prompts.
Phase 3⁚ Picture Discrimination
Phase 3 of PECS focuses on refining the individual’s ability to discriminate between pictures, a crucial skill for effective communication. The individual is presented with a range of pictures representing different items, and they must learn to select the specific picture corresponding to their current desire. This phase builds upon the foundational skills developed in Phase 2, further enhancing the individual’s ability to communicate their wants and needs through the use of picture cards.
The communication partner plays a vital role in this phase, presenting the individual with a selection of pictures and encouraging them to choose the correct one. The partner can use various strategies to aid the individual in their selection, such as pointing to the desired picture or asking questions like “Which one do you want?” The goal is to promote the individual’s independence in identifying and selecting the correct picture, reducing the need for external prompts.
The process of picture discrimination involves the individual learning to associate a specific picture with a specific item or activity. This association is reinforced through repeated practice and the positive reinforcement provided by the communication partner. As the individual successfully identifies and selects the correct picture, they receive the desired item or engage in the desired activity, further strengthening the link between the picture and its representation.
Phase 4⁚ Sentence Structure
Phase 4 of PECS introduces the concept of sentence structure, expanding the individual’s communication abilities beyond simple requests. This phase builds upon the previous phases by introducing the idea of combining multiple pictures to form a simple sentence. The individual learns to create a request by placing a “want” picture (e.g., “want”) followed by a picture representing the desired item (e.g., “apple”). This sequence teaches the individual to construct a basic sentence structure, increasing the complexity and versatility of their communication.
The communication partner plays a crucial role in guiding the individual through this phase, providing prompts and feedback as they learn to build sentences. The partner may model the desired sentence structure, using a visual aid like a sentence strip to help the individual arrange the pictures in the correct order. They may also ask questions to encourage the individual to think about the sentence structure, such as “What do you want?” or “What do you want to do?”.
The goal of Phase 4 is to develop the individual’s ability to construct and communicate basic sentences, enabling them to express a wider range of desires and needs. This phase lays the groundwork for more complex communication in later phases, as the individual becomes more comfortable using sentences to express themselves.
Phase 5⁚ Responding to a Requesting Question
Phase 5 marks a significant shift in communication, moving beyond simple requests and into the realm of answering questions; This phase introduces the concept of responding to a requesting question, which involves the individual selecting a picture to answer a question posed by the communication partner. The communication partner may ask questions such as “What do you want?” or “What do you need?”, prompting the individual to select a picture that reflects their answer. This phase builds upon the individual’s understanding of sentence structure and their ability to communicate their wants and needs.
The communication partner plays a critical role in guiding the individual through this phase. They may begin by using a simplified question such as “Do you want apple?” or “Do you want juice?”, offering two pictures for the individual to choose from. As the individual progresses, the communication partner can introduce more complex questions, allowing them to practice their response skills.
Phase 5 lays the foundation for more complex interactions, as the individual learns to engage in a back-and-forth communication exchange. It fosters their ability to understand and respond to questions, advancing their comprehension and communication skills. This phase paves the way for more sophisticated communication, moving beyond simple requests and into the realm of answering questions and engaging in conversational exchanges.
Phase 6⁚ Commenting
Phase 6 represents the pinnacle of communication development within the PECS framework, transitioning from functional communication to spontaneous expression. This phase empowers individuals to move beyond simply requesting items or answering questions and to initiate communication by offering comments on their surroundings, experiences, or thoughts. This level of communication allows individuals to share their perspectives and engage in a richer, more meaningful way with others.
The individual is encouraged to spontaneously initiate communication by selecting a picture that reflects their observation or feeling. This could involve expressing a preference (“I like this toy”), describing an event (“The dog is barking”), or sharing a thought (“I’m happy”). The communication partner plays a role in reinforcing these comments, engaging in conversation and validating the individual’s expression.
Phase 6 signifies a significant milestone in communication development. It marks a transition from functional communication to spontaneous expression, fostering the individual’s ability to share their thoughts, feelings, and observations freely. This phase empowers individuals to express themselves, participate in conversations, and connect with others on a deeper level.