The Unusual Suspects: Myths and Misconceptions Associated with PECS

AimsThis study sought to investigate the predictors of spontaneous Picture Exchange Communication System (PECS) use in a naturalistic school setting.MethodThe study recruited 44 students (36 boys and eight girls), aged between 6 to 18 years and their teachers (26 teachers and two teaching assistants). Teaching staff completed measures of student’s communicative ability, autism symptomology and PECS abilities. Teachers also provided information of their PECS training history and PECS teaching experience.FindingsStepwise Multiple Regression Analysis revealed that: (1) teacher’s intentional pre-planning of PECS; (2) context in which PECS is used; (3) PECS phase level; and (4) the number of months of PECS teaching experience teachers had significantly predicted spontaneous PECS use. Child-dependent variables such as the severity of student’s autism symptomology and level of student’s mastery and age did not significantly predict spontaneous PECS use.LimitationsThe limitations of this study are the small sample size, teachers’ self-reported bias, and the lack of exploring other potential factors.ConclusionsThe findings of the study highlight the importance for professionals, such as Educational Psychologists (EPs), to consider implementation factors that will impact the efficacy of intervention. In this study, it was the orchestration of how PECS is taught that had significantly predicted better PECS spontaneous use, rather than within-child factors. This suggests that PECS is suitable for a wide range of ASD learners. Additionally, it provides new insights for EPs to emphasise certain components over others during PECS teachers’ trainings.

ABSTRACTPurpose: To conduct a follow-up assessment of the maintenance of communication skills of a 7-year-old child with autism spectrum disorder, 3 years 7 months post PECS training; and investigate the effects of environmental adaptations on the child’s PECS and vocal communications.Methods: An alternating-treatments design enabled comparison of the effects of two treatment conditions (an environmental adaptation to increase need and opportunities for communication, versus a continuation of baseline procedures) on the child’s PECS and vocal communications in the child’s home.Results: Baseline data demonstrated decreased levels of PECS and vocal communication at follow-up, compared to post PECS training 3 years 7 months prior. The environmental adaptation had no observable effect on the participant’s use of PECS, but vocal manding increased in this condition.Conclusion: These results suggest ongoing need for motivating environments with ample opportunities to practice post PECS training. Implications and directions for future research are discussed.

The Picture Exchange Communication System (PECS) (Bondy and Frost, Focus on Autistic Behavior 9:1–19, 1994) is a visually-based alternative and augmentative communication system that is considered appropriate for many special populations. However, a variety of challenged populations, such as people with visual impairments, would initially be considered unable to communicate with PECS users. In the present study, a multiple baseline reversal design across children was used to explore the viability of a Braille-modified PECS system for use between a visually impaired therapist and three children with autism. The PECS cards were slightly modified with the addition of Braille labels so that the visually impaired therapist would be able to understand and respond to the requests of the children with autism. Results indicated that the addition of Braille labels allowed children with autism and the visually impaired therapist to communicate with each other using PECS. In addition, children had ancillary decreases in problem behaviors during work sessions with the Braille-modified PECS. This study demonstrated the versatility of PECS and its potential for use with non-sighted populations, increasing opportunities of visually impaired persons in the job market.

Since its introduction to the field, a growing body of research on the Picture Exchange Communication System (PECS) has demonstrated its efficacy for children with autism in research settings. However, knowledge of PECS generalization remains limited and mixed. The present study explored a train and probe technique of assessing generalization after each phase of PECS training. Four children with autism were taught PECS in treatment rooms with a therapist at their behavioral treatment program. Generalization was assessed in a playroom with a therapist, at home with a therapist and parent, and in the community with a stranger. Results indicated that all four participants generalized PECS use across settings and people and maintained PECS use at follow-up. Findings provide support for the utility of a train and probe technique to assess generalization when using PECS with children with autism.

The Picture Exchange Communication System (PECS) is a widely used intervention strategy designed to teach communication skills to children with developmental delays, including autism. The Picture Exchange Communication System incorporates the teaching of mand initiations that are thought to be pivotal response behaviours, and have been demonstrated to lead to generalised improvements in other nontargeted behaviours. The aim of the present study was to assess the acquisition of PECS with a 3-year-old boy with autism using the established PECS training program, and to evaluate concomitant changes in spoken language, social–communicative behaviours, and functional play. Results indicated that the participant rapidly acquired the criterion behaviours for Phases 1 to 3 of the PECS program. Although PECS exchanges were rarely observed in the generalisation settings, clear increases were evident in verbal mands and other initiations in both home and kindergarten generalisation settings. Increases in spoken vocabulary and in the length of comprehensible spoken utterances in free-play were observed as were gains in time spent in developmentally appropriate play. Implications of these results and directions for future research are discussed.

The picture exchange communication system (PECS) is an augmentative communication system frequently used with children with autism (Bondy & Frost, 1994; Siegel, 2000; Yamall, 2000). Despite its common clinical use, no well-controlled empirical investigations have been conducted to test the effectiveness of PECS. Using a multiple baseline design, the present study examined the acquisition of PECS with 3 children with autism. In addition, the study examined the effects of PECS training on the emergence of speech in play and academic settings. Ancillary measures of social-communicative behaviors and problem behaviors were recorded. Results indicated that all 3 children met the learning criterion for PECS and showed concomitant increases in verbal speech. Ancillary gains were associated with increases in social-communicative behaviors and decreases in problem behaviors. The results are discussed in terms of the provision of empirical support for PECS as well as the concomitant positive side effects of its use.

The Picture Exchange Communication System (PECS) is widely recognised as initially developed for children with autism and has since been identified as beneficial for individuals with hearing impairments. This study, therefore, seeks to explore the adaptation of PECS for toddlers with hearing impairments in inclusive classroom settings. The structured six-phase protocol of PECS, emphasising visual and tactile supports, is examined for its potential to bridge communication barriers and foster independent interaction. Special attention is given to integrating situational visual cues, such as photographs and tangible symbols, to enhance engagement and contextual understanding during playtime, a critical developmental activity for young children. Parental involvement and environmental adjustments are pivotal factors in successfully implementing PECS for toddlers with hearing impairment. Training parents to use PECS in naturalistic contexts, such as play, improves communication consistency and motivation. The paper highlights the role of customised PECS strategies in supporting communication development and toddlers' social and emotional well-being. Despite promising outcomes, this study underscores the need for further research to validate the effectiveness of PECS adaptations for this specific population, particularly in fostering spontaneous communication and joint attention.

Children and youth with autism spectrum disorders (ASD) and other developmental delays frequently experience deficits in functional communication. Identifying and using suitable communication enhancement and augmentative and alternative communication supports is essential to achievement of positive outcomes for these learners. This article discusses the use of the Picture Exchange Communication System (PECS), a commonly used and utilitarian AAC system for children and youth who lack sufficient functional communication skills. Particular attention is given to practitioners’ use of this promising tool.

This study was conducted to investigate the effectiveness of a social intervention that integrates peer-mediated approaches and the Picture Exchange Communication System (PECS). Effects were evaluated using a series of A-B designs replicated across 4 children with severe autism and limited verbal skills. Seven peers without disabilities were trained to use PECS and facilitative social skills. Measures of changes included rates of communication behaviors, modes, functions, and engagement. Outcomes revealed an intervention effect for 1 child with autism, and this effect was replicated across 3 other children. All children improved in peer-directed communication, with greater increases for 2 children during snack time. For each child with autism, the primary communication behavior was to initiate with picture symbols to request; the peer's primary communication was to respond. Two children increased communicative functions to comment and to share, and all 4 children showed improved social engagement. All peers increased their communication with the children with autism. These findings add to the limited research on the benefits of teaching typically developing peers to be responsive listeners to preschoolers with autism by learning to use PECS. These results invite further investigation of teaching peers other augmentative and alternative communication approaches and how to increase children's communication with peers for different purposes.

This study examines the effect of the Picture Exchange Communication System (PECS) on a child's attention span, communication skills, and behavioral changes in children with ASD at the Abu Dhabi Autism Centre. The research employed a mixed-method approach by observing six children quantitatively for four months and then qualitatively interviewing the children’s parents and teachers. Results showed that PECS significantly shrunk task completion time and lowered variability in performance related to higher attention and more task engagement. Qualitative results showed participants' responses with improved communication skills, decreased negative behavior, and increased attention spans, mainly using visual stimuli. However, consistent usage of PECS at home and individual variable responses were noted. This study emphasizes the necessity of using suitably tailored interventions, delivery across environments, and use of highly preferred reinforcers when implementing PECS. These findings add to the growing body of research on autism interventions in non-Western contexts to help educators and families in the UAE. Research into ways of overcoming implementation challenges and increasing the sample to include children with differing ASD severity and co-occurring conditions is suggested for future research.

The Picture Exchange Communication System (PECS) is a method used to improve and develop the exchange and communication of children with autism. In order to help these children to learn to communicate and express their desire and needs, the classical PECS method uses paper picture cards. Each picture card represents an emotion, an action, or an object. With these picture cards the children with autism build a sentence. The traditional PECS method has two major disadvantages: the first is the space needed to stock the picture cards and the second is the deterioration of paper cards after several uses. To resolve these inconveniences, we have developed free computer software that allows children with autism to learn to communicate, plan their activities and understand situations of social-life. The main distinguishing feature of our computer software is its ability to adapt to the level of the child by proposing four levels to learn communication and exchange.

This study investigated the effects of introducing the Picture Exchange Communication System (PECS) on the frequency of requesting and commenting and the length of verbal utterances of two children with autism spectrum disorder (ASD) who presented with some spoken language, but limited use of language in communicative exchanges. A mixed research design was used, including a quantitative component — a single-subject multiple-baseline design (MBD) across three behaviours, repeated with two participants — and a qualitative component. Data was collected in the PECS pre-training, training, post-training and follow-up stages, in both structured and unstructured settings. The quantitative data was visually represented and analysed to determine the effectiveness of the PECS. The qualitative component investigated the impact of the PECS on other areas (e.g. communication profile, speech complexity and pragmatic skills), and included parent and educator perspectives. Both participants benefited from the introduction of PECS. The findings indicated highly effective treatment for requesting and mixed results for commenting and length of verbal utterances. There were considerable increases in intentional communicative acts (ICAs) for both participants, with marked increases in requesting (function) and the development of forms of communication (from augmentation of speech with pictures to speech only utterances). Clinical, educational and research implications were raised.

The purpose of this study was to examine the effects of the Picture Exchange Communication System (PECS) on the spontaneous communication skills of a 6-year-old girl with autism across her home and school environments. The effects of the PECS were also examined for social interaction. Results indicated increases in spontaneous language (i.e., requests and comments) including use of the icons and verbalizations across those settings in which PECS was implemented. Intelligible verbalizations increased in two of three settings, and changes in peer social interaction were noted in one of the two school settings.

Evidence-based intervention is an effective method for improving autism spectrum disorder (ASD) in children on socialization, behavior, and communication and may have an impact on brain activity. The aim of this study is to find the effectiveness of picture exchange communication system (PECS) and parent-implemented intervention (PII) among ASD children. Sixty ASD children who fulfilled the inclusion criteria were selected and assigned into control (n=30) and experimental (n=30) groups. The experimental group received evidence-based intervention with PECS and PII for 6 months, whereas the control group received routine care. The children were assessed for social relationship and reciprocity (SRR) and speech language communication (SLC) before and after the intervention. For the experimental group, a 3-month post-intervention was also assessed. Parametric and nonparametric statistical methods were used. The data showed that male nuclear family and birth order above 1 was more among ASD. Two-way RM ANOVA showed a significant difference among the groups and tests (P < 0.001) and interaction of groups with tests (P < 0.001). Experimental post-test-2, that is, after 6 months, showed significant improvement in SRR and SLC compared with the control group. The present study shows that the PECS and PII as a nursing strategy can improve ASD children socialization and communication.

Few studies on augmentative and alternative communication (AAC) systems have addressed the potential for such systems to impact word utterances in children with autism spectrum disorders (ASD). The Picture Exchange Communication System (PECS) is an AAC system designed specifically to minimize difficulties with communication skills experienced by individuals with ASD. The current study examined the role of PECS in improving the number of words spoken, increasing the complexity and length of phrases, and decreasing the non-word vocalizations of three young children with ASD and developmental delays (DD) with related characteristics. Participants were taught Phases 1-4 of PECS (i.e., picture exchange, increased distance, picture discrimination, and sentence construction). The results indicated that PECS was mastered rapidly by the participants and word utterances increased in number of words and complexity of grammar.