Picture Exchange

Communication System
(PECS)

Picture Exchange Communication System (PECS)

---EBP Brief Packet---
Components of the EBP Brief Packet…

This overview
brief will
support your
use of the
evidence-based
practice: Picture
Exchange
Communication
System.
8.

Sam, A., & AFIRM Team. (2015). Picture exchange communication system. Chapel
Hill, NC: National Professional Development Center on Autism Spectrum
For more
Disorder, FPG Child Development Center, University of North Carolina.
information visit: Retrieved from http://afirm.fpg.unc.edu/picture-exchange-
www.afirm.fpg.unc.edu communication-system

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 Picture Exchange
Communication System
(PECS)

What is Picture Exchange Communication System?

Similar to sign language and picture boards, PECS is an augmentative and alternative
communication (AAC) system.4 AAC systems are used to help individuals who do not have typical
verbal skills to communicate with others. PECS is a behavior based intervention that teaches the
learner to use visual-graphic symbols to communicate with others.2, 5

Learners with ASD are taught to give a picture or graphic symbol of a desired item to a
communicative partner in exchange for the actual item through a six phase process. Each phase
of PECS instruction builds upon the previous phase.

Evidence-base

Based upon the recent review, Picture Exchange Communication System meets the evidence-
based practice criteria set by NPDC with 4 single case design studies and 2 group design studies.
The practice has been effective for preschoolers (3-5 years) to middle school learners (12-14
years) with ASD. Evidence-based practices (EBP) and studies included in the 2014 EBP report
detailed how Picture Exchange Communication System can be used effectively to address: social,
communication, and joint attention outcomes.

How is PECS Being Used?

All team members can use the PECS procedures. However, it is recommended that those
interested receive professional training. This module is not intended to take the place of training
and resources on PECS provided by Pyramid Educational Consultants, Inc. (the developers and
marketers of the PECS system). Please visit the website: www.pecsusa.com for information on
resources and training. The information presented in this module should be implemented under
the supervision of a trained professional.

For more
information visit:
www.afirm.fpg.unc.edu

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 Picture Exchange
Communication System
(PECS)

---Evidence-base for Picture Exchange

Communication System---
The National Professional Development Center on ASD has adopted the following criteria to determine if a
practice is evidence-based. The EBP Report provides more information about the review process (Wong et
al., 2014).
Efficacy must be established through high quality, peer-reviewed research in scientific journals using:
• randomized or quasi-experimental design studies (two high quality experimental or quasi-
experimental group design studies),
• single-subject design studies (three different investigators or research groups must have
conducted five high quality single subject design studies), or
• combination of evidence [one high quality randomized or quasi-experimental group design study
and three high quality single subject design studies conducted by at least three different
investigators or research groups (across the group and single subject design studies)].

--OVERVIEW--

Picture Exchange Communication System (PECS) is used to teach learners with ASD with limited functional
communication skills to initiate communicative exchanges and interactions within a social context. PECS
meets the evidence-based practice criteria with 4 single case design studies and 2 group design studies. The
practice has been effective with learners in preschool (3-5 years) to middle school (12-14 years). Studies
included in the 2014 EBP report detailed how PECS can be used effectively to address: social,
communication, and joint attention outcomes.

In the table below, the outcomes identified by the evidence base are shown by age of participants.

Early Intervention Preschool Elementary Middle High

(0-2) (3-5) (6-11) (12-14) (15-22)

No studies Social Social No studies

Communication Communication Communication

Joint Attention

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 Picture Exchange
Communication System
(PECS)

Early intervention (0-2 Years)

No studies

Preschool (3-5 years)

*Carr, D., & Felce, J. (2007). The effects of PECS teaching to Phase III on the communicative interactions between
children with autism and their teachers. Journal of Autism and Developmental Disorders, 37(4), 724-737. doi:
10.1007/s10803-006-0203-1

Dogoe, M. S., Banda, D. R., & Lock, R. H. (2010). Acquisition and generalization of the picture exchange communication
system behaviors across settings, persons, and stimulus classes with three students with autism. Education and
Training in Autism and Development Disabilities, 45(2), 216-229.

Jurgens, A., Anderson, A., & Moore, D. W. (2009). The effect of teaching PECS to a child with autism on verbal behaviour,
play, and social functioning. Behaviour Change, 26(1), 66. doi: 10.1375/bech.26.1.66

Elementary (6-11 years)

*Ali, E., MacFarland, S. Z., & Umbreit, J. (2011). Effectiveness of combining tangible symbols with the Picture Exchange
Communication System to teach requesting skills to children with multiple disabilities including visual
impairment. Education and Training in Autism and Developmental Disabilities, 46(3), 425.

Angermeier, K., Schlosser, R. W., Luiselli, J. K., Harrington, C., & Carter, B. (2008). Effects of iconicity on requesting with
the Picture Exchange Communication System in children with autism spectrum disorder. Research in Autism
Spectrum Disorders, 2(3), 430-446. doi: 10.1016/j.rasd.2007.09.004

*Carr, D., & Felce, J. (2007). The effects of PECS teaching to Phase III on the communicative interactions between
children with autism and their teachers. Journal of Autism and Developmental Disorders, 37(4), 724-737. doi:
10.1007/s10803-006-0203-1

Howlin, P., Gordon, R. K., Pasco, G., Wade, A., & Charman, T. (2007). The effectiveness of Picture Exchange
Communication System (PECS) training for teachers of children with autism: a pragmatic, group randomised
controlled trial. Journal of Child Psychology and Psychiatry, 48(5), 473-481. doi: 10.1111/j.1469-
7610.2006.01707.x

Middle (12-14 years)

*Ali, E., MacFarland, S. Z., & Umbreit, J. (2011). Effectiveness of combining tangible symbols with the Picture Exchange
Communication System to teach requesting skills to children with multiple disabilities including visual
impairment. Education and Training in Autism and Developmental Disabilities, 46(3), 425.

High (15-22 years)

No studies
* Research which included participants in multiple age ranges.

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 Picture Exchange Communication System (PECS)
---Step-by-Step Guide---

BEFORE YOU START…

Each of the following points is important

to address so that you can be sure the selected EBP
This practice guide is likely to address the learning needs of your
outlines how to plan student.
for, use, and monitor
the Picture Exchange
Have you found out more information about. . .?
Communication System
practice.
□ Identified the behavior…
Keep in mind that PECS
teacher the learner to □ Collected baseline data through direct
use visual-graphic observation…
symbols to
communicate with □ Established a goal or outcome that clearly
others. states when the behavior will occur,
what the target skill is, and how the
team will know when the skill is
mastered…

If the answer to any of these is “no,” review the

process of how to select an EBP.

For more information visit:

www.afirm.fpg.unc.edu

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 Now you are ready to start…

Step 1: PECS Planning

The planning step how to conduct a reinforcer sampling and prepare materials for PECS.

1.1 Receive PECS training from a certified PECS Training

This module is not intended to take the place of training provided by Pyramid Educational Consultants, Inc.
For information on training and resources provided, visit the Pyramid Educational Consultants, Inc. website at
http://www.pecsusa.com.

1.2 Establish performance criteria for program goals

A minimum of two adults are needed to implement PECS. One adult is identified as the “helper” and the other
adult as the “communicative partner”.

1.3 Conduct a reinforcer sampling

Reinforcers are needed for using PECS. A reinforcer sampling can be used to identify reinforcers for
individual learner.
The PECS Reinforcer Sampling found in the Resource section will help you identify potential reinforcers
to use with the learner.

1.4 Conduct assessments

Determine the learner’s current communication skills. The information collected through assessments, will
help team members determine target skills for PECS training (for example, requesting, initiating interactions)
and types of prompts that can be used to facilitate communicative exchanges.

1.5 Prepare communication pictures/symbols and books

No specific pictures or symbols are required for PECS. Select the pictures/symbols that are the easiest to
create and use. A designated communication book is needed to store all commonly used pictures/symbols.
Plan for creating at least two copies of the communication book for use when the learner begins using PECS
across settings and with different communicative partners.

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 Picture Exchange
Communication System
STEP-BY-STEP

Step 2: Using PECS

This section describes the process of using PECS and each phase of instruction.

2.1 Implement Phase 1: Teaching the physically assisted exchange

The goal of Phase 1 is for the learner with ASD to look at, reach for, pick up, and hand the picture/symbol to
the communicative partner. To accomplish this goal, address the following:

 Arrange the training environment by creating opportunities for learning should be available in
both a structured and unstructured environment. In a structured training environment, the
learner with ASD should be across from the communicative partner, with a helper seated behind
or beside the learner to assist in developing the desired actions. To help learners generalize the
use of newly acquired skills across settings, activities, and people, PECS training can occur in
unstructured environments such as during center time, recess, or lunch.
 Helper physically prompts the learner’s communicative exchange with communicative partner.
During this stage, no verbal prompts are used with the learner to increase the learner’s
independence and reduce the learner’s reliance upon others during communicative exchanges.
 Reward learner with reinforcer (desired item) once the learner gives the picture/symbol to the
communicative partner AND the communicative partner labels the item.
 Gradually reduce the amount of assistance so that few or no prompts are needed for the learner
to initiate and complete an exchange by using backward chaining. As the learner becomes more
independent during communicative exchanges and less physical assistance from the helper is
required, the communicative partner can begin to fade the open-hand prompt.
 The learner meets basic skills of Phase 1 and is ready to move to Phase 2 when the learner is:
o Reaching for the high-interest item
o Picking up the picture/symbol of the item,
o Handing the picture/symbol to the communicative partner
o Acquiring high interest item

2.2 Implement Phase 2: Expanding spontaneity

The goal of Phase 2 is for the learner with ASD to increase spontaneity and generalization of the picture
exchange. To accomplish this goal, address the following:
 Increase the number and variety of reinforcer items to prevent satiation.
 The learner with ASD should exchange pictures/symbols with more communicative partners
selected from individuals with whom the learner interacts on a regular basis.
 To increase generalization of the communicative exchange, instruction should occur in a variety
of natural environments such as home, school, and community.
 The learner should seek out the communication book in order to request items from a partner.
To expand the spontaneity of communicative exchanges, use the following two traveling activities:
1) increase the distance to the communicative partner and 2) increase the distance from the
communication book.
 The learner meets skills of Phase 2 and is ready to move to Phase 3 when the learner is:
o Traveling to communicative partner (distance)
o Traveling to communication book (distance).
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 Picture Exchange
Communication System
STEP-BY-STEP

Step 2: Using PECS (continued)

2.3 Implement Phase 3: Simultaneous discrimination of pictures

The goal of Phase 3 is for the learner to attend to the pictures/symbols in order to discriminate between
them. To accomplish this goal, address the following:
 When beginning Phase 3, the communication book will only include two pictures/symbols. One
picture should be a known, highly reinforcing item or an item appropriate for the situation. The
second picture is a non-preferred or unrelated item. It is very important to reinforce the learner’s
selection of the correct picture as soon as it happens.
 If learners do not learn this skill as quickly, they will need specific instruction. For these learners,
use the 4-step error correction procedure.
 Once the learner can discriminate between two pictures/symbols, additional pictures/symbols
are introduced to allow for the learner to request from multiple picture/symbol options.
 Use correspondence checks to ensure that the learner is requesting and taking the item for
which he or she is asking.
 The learner meets skills of Phase 3 and is ready to move to Phase 4 when the learner is:
o Independently discriminating between 12 to 20 pictures/symbols
o Accurately discriminating between 3 or pictures/symbols presented as options
o Independently traveling to and from communication book to initiate exchange.

2.4 Implement Phase 4: Building sentence structure

The goal of Phase 4 is for the learner to spontaneously make requests using simple sentence structure. To
accomplish this goal, address the following:
 Introduce the sentence strip to the learner by placing the “I want” symbol on the left side of
sentence strip, Communicative partner guides learner to place the selected picture/symbol next
to “I want” symbol on sentence strip. After the learner removes the sentence strip (with
assistance if needed) and hands it to the communicative partner, the communicative partner
reads the sentence pointing to each symbol/picture. Use backward chaining to fade assistance.
 After the communicative partner reads, “I want,” and before naming the requested item, the
communicative partner should pause to promote verbalization.
 The learner meets skills of Phase 4 and is ready to move to Phase 5 when the learner is:
o Placing the “I want” symbol on the strip.
o Placing picture/symbol on strip
o Exchanging the strip with communicative partner
o Pointing to pictures/symbols.

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 Picture Exchange
Communication System
STEP-BY-STEP

Step 2: Using PECS (continued)

2.5 Implement Phase 5: Responding to “What do you want?”

The goal of Phase 5 is for the learner to increase initiations and for the learner to answer the question, “What
do you want?” To accomplish this goal, address the following:
 To begin teaching the learner to respond to the question, “What do you want?” use a 0-second
delay. Simultaneously point to the “I want” card and ask the learner “What do you want.”
 As the learner demonstrates ability to complete the sentence strip and the exchange, increase
the interval of the delay. The communicative partner should encourage the learner to complete
the exchange prior to the point prompt.
 The learner meets skills of Phase 5 and is ready to move to Phase 6 when the learner is:
o Responding and requesting without prompts
o Beating the prompt for the delay interval used.

2.6 Implement Phase 6: Commenting in response to a question

The goal of Phase 6 is for the learner to use labeling and naming. To accomplish this goal, address the
following:
 Add a new symbol to represent the concept of “I see” to the communication book.
 Introduce commenting in response to the question, “What do you see?” by holding up a selected
item and asking the question. The communicative partner physically assists learner in picking up
“I see” symbol and placing it on the sentence strip. The communicative partner waits 5 seconds, If
learner places the picture/symbol on sentence strip and gives it to communicative partner,
provide praise and a reinforcer (not item being held by communicative partner. If the learner
does not, the communicative partner should provide physical assistance. Gradually add
pictures/symbols and items for the learner to discriminate among.
 Two teach differentiated responses, add the question “What do you want?” Then add other
questions such as “What do you hear?” or “What do you have?”
 To encourage a learner to comment without being questioned first, create interesting
environmental events and fade questions.
 The learner has acquired the needed skills for Phase 6 when the learner is:
o Making spontaneous requests
o Making spontaneous comments.

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 Picture Exchange
Communication System
STEP-BY-STEP

Step 3: Monitoring PECS

The following process describes how the use of PECS can be monitored and how to adjust your plan based on the
data.

3.1 Collect data on target behavior/skills

By collecting data on target behaviors and skills, team members are able to determine if the learner is making
progress. To purchase these resources, visit the Pyramid Educational Consultants ™ website at
http://www.pecsusa.com.

3.2 Determine next steps based on learner progress

Collecting data will help team members determine if the learner is ready to move to the next phase of PECS.
If the learner is making progress based upon data collected, team members should continue to use PECS.

If the learner with ASD is not showing progress, ask yourself the following questions:
 Do the preferred items need to be changed?
 Do additional preferred items need to be added?
 Are selected reinforcing items motivating to the learner?
 Is the correct level of prompting or physical assistance being used?
 Does the learner need to address skills acquired in a previous Phase?
 Is PECS being used with fidelity? (Use the PECS Implementation Checklist to determine fidelity.)
 Has a team member been trained to use PECS? (See Pyramid Educational Consultants ™ website
for training opportunities at http://www.pecsusa.com.)
If these issues have been addressed and the learner with ASD continues not to show progress, consider
selecting a different evidence-based practice to use with the learner with ASD.

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 Picture Exchange Communication System (PECS)
---Implementation Checklist---

Before you Receive PECS training from a certified PECS trainer

start: Identify adults who will participate in PECS and train as needed
Conduct a reinforcer sampling
Conduct assessments
Prepare communication pictures/symbols and books

Have you…
Implement Phase 1: Teaching the physically assisted exchange
 Arrange the training environment
□  Helper physically prompts the learner’s communicative exchange with
communicative partner
 Reward learner with reinforcer
 Thin physical assistance and open-hand prompt
□  Determine if learner meets basic skills of Phase 1 to move to Phase 2
Implement Phase 2: Expanding spontaneity
 Increase number and variety of reinforcers
 Increase number of communicative partners
 Conduct training in a variety of environments
 Encourage learner to seek communication book through traveling activities
□  Determine if learner meets skills of Phase 2 to move to Phase 3
Implement Phase 3: Simultaneous discrimination of pictures
 Reinforce selection of correct picture to teach discrimination between two pictures
 Teach discrimination through correction procedure
 Increase number of pictures in display
 Conduct correspondence checks
 Determine if learner meets skills of Phase 3 to move to Phase 4
Implement Phase 4: Building sentence structure
 Introduce sentence structure to learner
 Promote verbalization
 Determine if learner meets skills of Phase 4 to move to Phase 5
Implement Phase 5: Responding to “What do you want?”
 Introduce the question, “what do you want?’ using a zero-second delay
 Increase delay interval for the point prompt
 Determine if learner meets skills of Phase 5 to move to Phase 6
Implement Phase 6: Commenting in response to a question
 Prepare needed materials
 Introduce commenting in response to a question
 Teach differentiated responses to questions
 Teach spontaneous commenting
 Determine if learner meets skills of Phase 6

Collect data on target behaviors/skills

Determine next steps based on learner progress

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 Picture Exchange
Communication System

---PECS Phase Guide---

For more information visit:

www.afirm.fpg.unc.edu (AFIRM Modules)
www.pecsusa.com (PECS Training & Resources)

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 Picture Exchange
Communication System

---PECS Data Collection---

Phase Collect Data On:

 Record skills used during the communicative exchange (i.e., picking
up, reaching, releasing)
 Record types of prompts needed to complete communicative
exchange (e.g., full physical, partial)
 Record if the learner traveled to communicative partner
 Record distance learner traveled to communicative partner
 Record if the learner traveled to communication book
 Record distance learner traveled to communication book
 Record items requested (at least four different items)
 Record number of pictures the learner can independently
discriminate (between 12 to 20)
 Record number of pictures the learner can accurately discriminate
among (between 3 to 4)
 Record distance learner traveled to communication book
 Record if learner places “I want” on sentence strip
 Record if learner places picture/symbol on sentence strip
 Record exchanges of sentence strip with communicative partner
 Record if learner points to pictures/symbols
 Record delay interval used
 Record if learner answers question
 Record if learner beat prompt
 Record if learner responds to question “What do you see?”
 Record if learner responds to question “What do you want?”
 Record if learner makes a spontaneous request
 Record if learner makes a spontaneous comment

For more information visit:

www.afirm.fpg.unc.edu (AFIRM Modules)
www.pecsusa.com (PECS Training & Resources)

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 Picture Exchange
Communication System

---PECS Phase 1 Checklist---

For more information visit:

www.afirm.fpg.unc.edu (AFIRM Modules)
www.pecsusa.com (PECS Training & Resources)

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 Picture Exchange
Communication System

---PECS Phase 2 Checklist---

For more information visit:

www.afirm.fpg.unc.edu (AFIRM Modules)
www.pecsusa.com (PECS Training & Resources)

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 Picture Exchange
Communication System

---PECS Phase 3 Checklist---

For more information visit:

www.afirm.fpg.unc.edu (AFIRM Modules)
www.pecsusa.com (PECS Training & Resources)

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 Picture Exchange
Communication System

---PECS Phase 4 Checklist---

For more information visit:

www.afirm.fpg.unc.edu (AFIRM Modules)
www.pecsusa.com (PECS Training & Resources)

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 Picture Exchange
Communication System

---PECS Phase 5 Checklist---

For more information visit:

www.afirm.fpg.unc.edu (AFIRM Modules)
www.pecsusa.com (PECS Training & Resources)

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 Picture Exchange
Communication System

---PECS Phase 6 Checklist---

For more information visit:

www.afirm.fpg.unc.edu (AFIRM Modules)
www.pecsusa.com (PECS Training & Resources)

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 Picture Exchange
Communication System

---PECS 4-Step Error Correction---

•Get the learner to look at •Communicative partner

the correct opens hand near
picture/symbol by desired picture/symbol
pointing to or tapping or uses a
correct picture. physical/gesture prompt
to exchange the
correct (desired)
picture/symbol.

•Entice with both •Turn the

items again. communication book
away or switch to a
known task to distract
the learner.

 Enlarge picture/symbol of the relevant object to be larger than the picture/symbol of the non-preferred
picture/symbol
 Use color picture/symbol of relevant objects to contrast black-and-white pictures of non-preferred/irrelevant object
 Highlight the picture/symbol of relevant object with a magic marker
 Use a blank card as the other picture in the display
 Make the picture/symbol of the relevant object 3-dimensional by attaching it to a block
 Place the picture/symbol of relevant object closer to where you are holding the desired object.

For more information visit:

www.afirm.fpg.unc.edu (AFIRM Modules)
www.pecsusa.com (PECS Training & Resources)

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 Picture Exchange
Communication System

---PECS Reinforcer Sampling---

   

   

   

   

   

   

   

For more information visit:

www.afirm.fpg.unc.edu (AFIRM Modules)
www.pecsusa.com (PECS Training & Resources)

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 Picture Exchange
Communication
Picture Exchange Communication System (PECS)
System
---Tip Sheet for Professionals--- PECS
Picture Exchange Communication System…
 is an evidence-based practice for children and youth with
autism spectrum disorder (ASD) from 3 to 14 years of
age.
 is a behaviorally based intervention that teaches the
learner to use pictures/symbols to communicate with
others.
Why Use?
 Some learners with ASD might not develop typical verbal
and nonverbal communication skills.
 PECS can be used to develop a system of communication
TIPS:

and promote speech development.
PECS can be used to teach learner’s with limited

functional communication skills to initiate communicative
TIPS:
exchanges and interactions within a social context.
Outcomes
 The evidence-base for PECS supports the use of this
practice to address the outcomes below:


Early
Preschool Elementary Middle High
Intervention
(3-5) (6-11) (12-14) (15-22)
(0-2)
No studies Social Social No studies

Communication Communication Communication

Joint Attention 

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 Picture Exchange Communication System (PECS)
---Tip Sheet for Professionals---
STEPS FOR IMPLEMENTING

1
• Receive PECS training from a certified PECS trainer
• Identify adults who will participate in PECS and train as needed
Conduct a reinforcer sampling
Picture
•
• Conduct assessments
• Prepare communication pictures/symbols and books
Exchange
Communication
System
• 2.1 Implement Phase 1: Teaching the physically assisted exchange
• Arrange the training environment
• Helper physically prompts the learner’s communicative exchange with
PECS •
•
communicative partner
Reward learner with reinforcer
• Thin physical assistance and open-hand prompt
• Determine if learner meets basic skills of Phase 1 to move to Phase 2
This tip sheet was • 2.2 Implement Phase 2: Expanding spontaneity
• Increase number and variety of reinforcers
designed as a •
•
Increase number of communicative partners
Conduct training in a variety of environments
supplemental •
•
Encourage learner to seek communication book through traveling activities
Determine if learner meets skills of Phase 2 to move to Phase 3
resource to help • 2.3 Implement Phase 3: Simultaneous discrimination of pictures
• Reinforce selection of correct picture to teach discrimination between two pictures
provide basic •
•
Teach discrimination through correction procedure
Increase number of pictures in display
information about •
•
Conduct correspondence checks
Determine if learner meets skills of Phase 3 to move to Phase 4
the practice. • 2.4 Implement Phase 4: Building sentence structure
• Introduce sentence structure to learner
• Promote verbalization
• Determine if learner meets skills of Phase 4 to move to Phase 5
• 2.5 Implement Phase 5: Responding to “What do you want?”
For more • Introduce the question, “what do you want?’ using a zero-second delay
• Increase delay interval for the point prompt
information visit: • Determine if learner meets skills of Phase 5 to move to Phase 6
www.afirm.fpg.unc.edu • 2.6 Implement Phase 6: Commenting in response to a question
• Prepare needed materials
• Introduce commenting in response to a question
• Teach differentiated responses to questions
• Teach spontaneous commenting
• Determine if learner meets skills of Phase 6

• Collect data on target behaviors

• Determine next steps based on learner progress

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 Picture Exchange Communication System (PECS)
---Parent’s Guide---

This introduction provides basic information about

picture exchange communication system.

What is PECS?
 PECS is an evidence-based practice for preschool
This parent to middle school aged (3-14 years) children with
introduction to PECS autism spectrum disorder (ASD) from 3 to 14
was designed as years old.
a supplemental  PECS helps learners with ASD develop a system of
resource communication and promotes speech
development and production.
to help answer basic
questions about
Why use PECS with my child?
this practice.
 Many learners with ASD struggle with
communication. PECS can be used to teach
To find out more children how to initiate communicative exchanges
about how PECS is and interactions.
used with your child,  PECS teaches learners to use symbols or pictures
speak with: to communicate with others.
 Research studies have shown that PECS has been
used effectively with learners in preschool,
elementary school, and middle school to address
social, communication, and joint attention
outcomes.

For more
What activities can I do at home?
information visit:
 Create a list of your child’s favorite toys and
www.afirm.fpg.unc.edu
activities. Share this list with your child’s IEP team.
 Ask your child’s team for a communication book to
use at home with appropriate symbols/pictures to
use at home.
 Work with your child’s team to use PECS at home
or in the community. By encouraging use at home,
your child will be more likely to generalize use of
PECS across both the home and school setting.

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---Additional Resources---

Pyramid Educational Consultants, Inc. (n. d.). Welcome. Retrieved on

January 19, 2016 from: www.pecs.com

Ganz, J. B., Rispoli, M. J., Mason, R. A., & Hong, E. R. (2013). Moderation of
effects of AAC based on setting and types of aided AAC on
outcome variables: An aggregate study of single-case research with
Check out individuals with ASD. Developmental Neurorehabilitation, 17(3), 184-
192. doi: 10.3109/17518423.2012.748097
these
Tien, K. (2008). Effectiveness of the Picture Exchange Communication
resources to System as a functional communication for individuals with autism
support your spectrum disorders: A practice-based research synthesis.
Education and Training in Developmental Disabilities, 43(1), 61-76.
use of PECS.

iHear PECS: AnimalsTM by Pyramid Educational Consultants, Inc

($1.99)

PECS Phase III by Pyramid Educational Consultants, Inc ($7.99)

PECS® IV+ by Pyramid Educational Consultants, Inc ($99.99)

For more
information visit:
www.afirm.fpg.unc.edu Wait4itTM by Pyramid Educational Consultants, Inc ($1.99)

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Bondy, A. (2011). Pyramid approach to education: A guide to functional ABA, 2nd ed. Pyramid Educational
Consultant.

Bondy, A., & Frost, L. (2011). A picture’s worth: PECS and other visual communication strategies in autism,
2nd edition. Woodbine House.

Picture Cards:

Do2LearnTM. (2016). Printable Picture Cards. Retrieved on February 3rd, 2016 from:
http://www.do2learn.com/picturecards/printcards/

Mayer Johnson Co. (2015). Boardmaker ® v.6. Retrieved on February 3rd, 2016 from: http://www.mayer-
johnson.com/boardmaker-v-6/

National Autism Resources. (2015). Picture Cards and Software to Support Communication. Retrieved on
February 3rd, 2016 from: http://www.nationalautismresources.com/pecs-autism.html

Pyramid Educational Consultants, Inc. (n. d.). PECS 151. Retrieved on February 3rd, 2016 from:
http://www.pecsusa.com/store/pecs-151

Indiana Resource Center for Autism (2016). What is the Picture Exchange Communication System or
PECS? Retrieved on January 19, 2016 from: http://www.iidc.indiana.edu/pages/What-is-the-Picture-
Exchange-Communication-System-or-PECS

National Autism Resources. (2015). The Picture Exchange Communication System (PECS). Retrieved on
January 19, 2016 from: http://www.nationalautismresources.com/picture-exchange-
communication-system.html

Pyramid Educational Consultants, Inc. (n. d.). Welcome. Retrieved on January 19, 2016 from:
www.pecs.com

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 Picture Exchange Communication
System CEC Standards
The CEC Standards that apply to all 27 evidence-based practices can be found on our website
at: http://afirm.fpg.unc.edu/learn-afirm

Below are CEC Standards that apply specifically to Picture Exchange Communication System
(PECS) module.

Standard Description
Initial Preparation Standard 1: Learner Development and Individual Learning Differences1
Speech, language, and communication of individuals with developmental disabilities/autism spectrum
DDA1.K5
disorders
Initial Preparation Standard 2: Learning Environments
ISCI 2 K5 Social skills needed for educational and other environments
DDA2.S3 Use specialized instruction to enhance social participation across environments
Initial Preparation Standard 5: Instructional Planning & Strategies
ISCI 5 K3 Augmentative and assistive communication strategies
ISCI 5 S9 Prepare and organize materials to implement daily lesson plans
ISCI 5 S19 Use strategies to support and enhance communication skills of individuals with exceptionalities
DDA5.S2 Implement instructional programs that promote effective communication skills using verbal and
augmentative/alternative communication systems for individuals with developmental disabilities/autism
spectrum disorders
DDA5.S3 Provide specialized instruction for spoken language, reading and writing for individuals with developmental
disabilities/autism spectrum disorders

Standard Description
Advanced Preparation Standard 3: Programs, Services, and Outcomes
SEDAS3.K3 Modify the verbal and non-verbal communication and instructional behavior in accord with the needs of
individuals with developmental disabilities/autism spectrum disorder
SEDAS3.S7 Design and implement instruction that promote effective communication and social skills for individuals
with developmental disabilities/autism spectrum disorders

1 The knowledge described in this Standard is applied to skills in other Standards.

For more
information visit:
www.afirm.fpg.unc.edu

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---Module References---
1. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders:
DSM-5, American Psychiatric Publishing. doi: org/10.1176/appi.books.9780890425596

2. Bondy, A., & Frost, L. (1994). The Picture Exchange Communication System. Focus on Autism and
Other Developmental Disabilities, 9(1), 2-19. doi: 10.1177/108835769400900301

3. Charlop-Christy, M. H., Carpenter, M., LeBlanc, L. A., & Kellet, K. (2002). Using the Picture Exchange
Communication System (PECS) with children with autism: Assessment of PECS acquisition, speech,
social-communicative behavior, and problem behavior. Journal of Applied Behavior Analysis, 35(3),
213-231. doi: 10.1901/jaba.2002.35-213

4. Mirenda, P. (2003). Toward functional augmentative and alternative communication for students
with autism: Manual signs, graphic symbols, and voice output communication aids. Language,
Speech, and Hearing Services in Schools, 34, 203-216. doi:10.1044/0161-1461(2003/017)

5. Frost, L. & Bondy, A. (2002). The Picture Exchange Communication System: Training Manual, 2nd
Ed. Pyramid Educational Consultants. Inc.

6. Howlin, P., Gordon, R. K., Pasco, G., Wade, A., & Charman, T. (2007). The effectiveness of Picture
Exchange Communication System (PECS) training for teachers of children with autism: A
pragmatic, group randomized controlled trial. Journal of Child Psychology and Psychiatry, 48(5), 473-
481. doi:10.1111/j.1469-7610.2006.01707.x

7. Carr, D., & Felce, J. (2007). The effects of PECS teaching to phase III on the communicative
interactions between children with autism and their teachers. Journal of Autism and Developmental
Disorders, 37, 724-737. doi: 10.1007/s10803-006-0203-1

8. Angermeier, K., Schlosser, R. W., Luiselli, J. K., Harrington, C., & Carter, B. (2008). Effects of iconicity
on requesting with the Picture Exchange Communication System in children with autism spectrum
disorder. Research in Autism Spectrum Disorders, 2, 430-446.

9. Dogoe, M. S., Banda, D. R., & Lock, R. H. (2010). Acquisition and generalization of the Picture
Exchange Communication System behaviors across settings, persons, and stimulus classes with
three students with autism. Education and Training in Autism and Developmental Disabilities, 45(2),
216-229.

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10. Ali, E., MacFarland, S. Z., & Umbreit, J. (2011). Effectiveness of combining tangible symbols with the
Picture Exchange Communication System to teach requesting skills to children with multiple
disabilities including visual impairment. Education and Training in Autism and Developmental
Disabilities, 46(3), 425-435.

11. Jurgens, A., Anderson, A., & Moore, D. W. (2009). The effect of teaching PECS to a child with autism
on verbal behavior, play and social functioning. Behaviour Change, 26(1), 66-81.

12. Greenberg, A. L., Tomaino, M. A. E., & Charlop, M. H. (2014). Adapting the Picture Exchange
Communication System to elicit vocalizations in children with autism. Journal of Developmental and
Physical Disabilities, 26, 35-51. doi: 10.1007/s10882-013-9344-2

13. Paden, A. R., Kodak, T., Fisher, W. W., Gawle-Bullington, E. M., & Bouxsein, K. J. (2012). Teaching
children with autism to engage in peer-directed mands using a Picture Exchange Communication
System. Journal of Applied Behavior Analysis, 45(2), 425-429. doi: 10.1901/jaba.2012.45-425

14. Greenberg, A. L., Tomaino, M. A. E., & Charlop, M. H. (2012). Assessing generalization of the Picture
Exchange Communication System in children with autism. Journal of Developmental and Physical
Disabilities, 24, 539-558. doi: 10.1007/s10882-012-9288-y

15. Wong, C., Odom, S. L., Hume, K. Cox, A. W., Fettig, A., Kucharczyk, S., ... Schultz, T. R. (2015).
Evidence-based practices for children, youth, and young adults with Autism Spectrum Disorder: A
comprehensive review. Journal of Autism and Developmental Disorders, 45(7), 1951-1966. doi:
10.1007/s10803-014-2351-z

16. Mason, S. A., & Egel, A. L. (1995). What does Amy like? Using a mini-reinforcer assessment to
increase student participation in instructional activities. Teaching Exceptional Children, 28, 42-45.

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