Name: WPP Presentation
Uploaded: 2022-04-08
Duration: 3 min 34 s
Description: Picture Exchange Communication Systems (PECS) (For early childhood educators).

Picture Exchange Communication Systems (PECS) (For early childhood educators). 

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Picture Exchange Communication Systems (PECS) (For early childhood educators)

PECS is a unique alternative/ augmentative communication systems developed in the United States in 1985 by Dr Andy Bondy and Lori Frost.  It was first implemented with preschool-students who were diagnosed with autism spectrum disorder at the Delware Autism Programme .   Based on B.F. Skinner's book of Verbal Behaviour, which emphasizes on the broad spectrum behavrioual analysis, PECS is used to teach functional communicational skills and emphasizes on a few aspects, such as spontaneous requesting, sentence construction, responsive requesting, and spontaneous commenting. Thus, contrary to popular belief, some learners do develop speech after using PECS and will proceed to use speech generating devices. PECS focuses on making use of specific prompts and request strategies that will result in independent communication. It is critical in early teaching as it does not pre-empt but wait for students to hand over the pictures, encouraging initiations. Verbal prompts will not be uased. Additionally, systematic error correction is used during training, providing timely interventions when errors are made and promoting effective learning.

Does not require the learner to be equipped with pre-requisite skills such as imitational or attentional abilities prior to training for PECS. It is relatively inexpensive and can be conducted by parents/teachers at different times and different environment, forging family relationships and parents will be more equipped with the knowledge to help their children through hands-on training and practices. Used in over 86 published articles and 63 data-based or case studies, with reports of increased requests from non-verbal children and acquistion of speech.  Using PECS help to avoid creating a negative and unpleasant experience for learners with speech issues , while enabling them to communicate with others. Simple matching makes initial communication relatively easier.

Phase I- Introduction to communication: Teaching the “How” The child with autism learns to exchange pictures for items that they want. At this stage, there will be 2 persons assisting. One is the communicative partner, who will be facing the child. Another person will be the physical prompter, who will be behind the chil d .. 

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Phase I- Introduction to communication: Teaching the “How” The child with autism learns to exchange pictures for items that they want. At this stage, there will be 2 persons assisting.  One is the communicative partner, who will be facing the child. Another person will be the physical prompter, who will be behind the chil d .

Phase II- Distance and persistence In this stage, the child will still be using individual pictures. The communicative partner will increase the distance between them and trials may be generalised to other settings too. Therefore, the child will learn to use this newly acquired skill at different places, different distances and with different people. They learn to be more persistent communicators.

Phase  III- Pictorial discrimination The child will be equipped with a communication book, which is a ring binder with velcro strips attached with pictures. With these pictures, the child learns to exchange two or more pictures with the communicative partner to exchange for their desired items.

Phase IV:  Sentence structure Child learns about simple structures by using a removable sentence strip and a picture.  Child will place the picture next to the words “ I want” and brings it to the communicative partner to exchange for the desired item, saying “ I want”.

Phase V - Answering Questions Child learns to use the pictures to answer  the questions “ What do you want?” Progressive time delay technique will be used at this phase and spontaneous requesting is encouraged.

Phase VI-Commenting At this stage, the child will be encouraged to comment as a response to  questions such as < “ What do you see?” “ What do you hear?” and “ What is it?” Children often reply to the questions with a “ I want” , “ I see” or “I hear” .

Tips for implementation: Prior to the commencement of the training sessions, identify the child's favourite item or food with the parents as favourite foods/ items are the most powerful reinforcers. Establish strong partnership with the parents whenever possible so that the interventions could be reinforced at home. If parents are involved in the training sessions for the children, do conduct trainings for the parents prior to the training for the children. Master one phase before proceeding to the next.. 

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Tips for implementation: Prior to the commencement of the training sessions, identify the child's favourite item or food with the parents as favourite foods/ items are the most powerful reinforcers.  Establish strong partnership with the parents whenever possible so that the interventions could be reinforced at home. If parents are involved in the training sessions for the children,  do conduct trainings for the parents prior to the training for the children.  Master one phase before proceeding to the next.

Weblinks: PECS. (2013, March 14). A Clear Picture: The Use and Benefits of PECS. [Video]. Youtube. https://www.youtube.com/watch?v=-Bzli1iC_w8 PECS. (2019, October 29). An introduction to PECS (Classic Video). [Video]. Youtube.  https://www.youtube.com/watch?v=rsDBJyrcyh0

These are pictures of the favourite food of a child which I have made . the pictures will be laminated and attached to the ring binder with velcro strips.

Books/Journal Articles: Wong, C., Odom, S. L., Hume, K. Cox, A. W., Fettig, A., Kucharczyk, S., ... Schultz, T. R. (2013). Evidence-based practices for children, youth, and young ddults with Autism Spectrum Disorder. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, Autism Evidence-Based Practice Review Group. Dogoe M.S., Banda, D.R., & Lock, H.R.( 2010). Acquisition and generalisation of Picture  Exchange Communication System Behaviours across Settings, Persons, and Stimulus class with three students with autism .  Education and Training in Autism and Developmental Disabilities,  45( 2), 216-229.

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