Picture Exchange Communication System (PECS)

Understanding the Theoretical Foundations of PECS

Behavioral Principles Underlying PECS

• Applied Behavior Analysis (ABA): A comprehensive understanding of ABA principles as they relate to PECS implementation, including reinforcement, prompting, fading, and shaping behaviors. This includes differentiating between positive reinforcement, negative reinforcement, positive punishment, and negative punishment and how each is ethically and effectively utilized within a PECS framework.
• Discrete Trial Training (DTT): Detailed knowledge of DTT methodology and its integration with PECS. This includes understanding the structure of a discrete trial (antecedent, response, consequence), data collection methods within DTT, and how to adapt DTT procedures to individual learner needs.
• Motivation and Reinforcement: In-depth exploration of motivational strategies, including identifying preferred items, activities, and social interactions to serve as reinforcers. This includes understanding the concept of reinforcement schedules (fixed ratio, variable ratio, fixed interval, variable interval) and their impact on communication frequency and accuracy.
• Error Correction and Prompting Strategies: Mastery of various prompting techniques (full physical, full verbal, gestural, partial verbal, independent) and error correction procedures. This includes understanding the importance of prompt fading and how to systematically reduce prompts to promote independence.

Developmental Milestones and Communication Challenges

• Typical Language Development: A foundational understanding of typical language acquisition milestones to better understand the communication delays and differences observed in individuals using PECS.
• Communication Deficits: Knowledge of various communication deficits, including expressive language delays, receptive language deficits, and pragmatic language impairments, and how these deficits impact the need for augmentative and alternative communication (AAC) systems like PECS.
• Neurodevelopmental Conditions: Understanding how neurodevelopmental conditions such as Autism Spectrum Disorder (ASD), Down syndrome, and Cerebral Palsy can impact communication abilities and necessitate the use of PECS.

PECS Phases: Detailed Implementation

Phase 1: Establishing Initiation and Gaining Attention

• Requesting Attention: Detailed instruction on teaching the individual to initiate communication by requesting attention from a communication partner using a single picture of a person. This includes strategies for shaping the behavior, reinforcing successful initiations, and addressing common challenges.
• Consistent Response from Communication Partner: Understanding the critical role of the communication partner in consistently responding to the request for attention and providing the desired item or activity. This includes guidelines for maintaining a neutral and responsive demeanor.
• Data Collection: Methods for accurately recording initiation attempts, successful initiations, and communication partner responses to monitor progress and adjust strategies.

Phase 2: Expanding Communication Function – Requesting

• Introducing the Requesting Folder: Detailed explanation of the requesting folder and its purpose in organizing pictures representing desired items.
• Teaching Requesting with Pictures: Step-by-step instructions on teaching the individual to exchange a picture of a desired item for the item itself. This includes strategies for prompting, fading, and reinforcing accurate requests.
• Generalization of Requesting: Techniques for generalizing requesting skills across different settings, communication partners, and items. This includes systematically varying the environment and reinforcing successful requests in novel situations.

Phase 3: Responding to Requests and Expanding Expressive Language

• Communication Partner's Role: Understanding the communication partner's role in responding to requests, providing the item, and modeling language.
• Sentence Structure: Introduction to the concept of sentence structure and how PECS can be used to teach simple sentences (e.g., “I want…”).
• Expanding Vocabulary: Strategies for expanding the individual’s vocabulary by introducing new pictures and reinforcing their use in requesting.

Phase 4: Spontaneous Requesting and Commenting

• Fading Prompts: Advanced prompting techniques to encourage spontaneous requesting without external cues.
• Comment Function: Teaching the individual to use PECS to comment on their environment (e.g., “Look!” “Big!”). This includes understanding the importance of modeling and reinforcing commenting behaviors.
• Generalization to Novel Situations: Strategies for ensuring spontaneous requesting and commenting generalize to new environments and situations.

Phase 5: Correct Use of Sentence Structure

• Complex Sentences: Instruction on teaching more complex sentence structures using PECS, such as “I want to…”, “I need…”, and “I like…”.
• Combining Pictures: Techniques for combining pictures to create more elaborate sentences.
• Error Correction: Strategies for correcting errors in sentence structure and reinforcing correct usage.

Phase 6: Attribute and Quantity Recognition

• Introducing Attributes: Teaching the individual to use PECS to specify attributes of desired items (e.g., “red ball”, “big cookie”).
• Quantity Recognition: Instruction on teaching the individual to use PECS to indicate quantity (e.g., “two apples”).
• Generalization of Attributes and Quantity: Strategies for generalizing attribute and quantity recognition across different items and situations.

Advanced PECS Concepts and Considerations

Individualized PECS Implementation

• Assessment and Goal Setting: Comprehensive assessment procedures to determine the individual’s communication needs and set appropriate goals for PECS implementation.
• Adapting PECS to Individual Needs: Strategies for adapting PECS procedures to meet the unique needs of individuals with varying cognitive, physical, and sensory abilities.
• Addressing Challenging Behaviors: Techniques for addressing challenging behaviors that may interfere with PECS implementation, using positive behavior support strategies.

Integrating PECS with Other AAC Systems

• Transitioning to Speech: Understanding how PECS can be used as a bridge to spoken language and strategies for facilitating the transition to speech.
• Combining PECS with Voice Output Communication Aids (VOCAs): Techniques for integrating PECS with VOCAs to provide a more comprehensive AAC system.
• Multimodal Communication: Recognizing the importance of multimodal communication and how PECS can be used in conjunction with gestures, sign language, and other communication methods.

Data Collection and Analysis for PECS

• Types of Data to Collect: Detailed knowledge of the specific data points to collect during PECS implementation, including initiation frequency, accuracy of requests, prompting levels, and communication partner responses.
• Data Collection Methods: Proficiency in various data collection methods, such as frequency recording, duration recording, and interval recording.
• Data Analysis and Interpretation: Ability to analyze data to monitor progress, identify areas of difficulty, and make informed decisions about adjusting PECS procedures.

Troubleshooting Common PECS Challenges

• Lack of Motivation: Strategies for addressing lack of motivation, including identifying and utilizing highly preferred reinforcers, increasing the frequency of reinforcement, and making PECS activities more engaging.
• Difficulty with Initiation: Techniques for prompting and shaping initiation behaviors, including using visual cues, providing physical guidance, and reinforcing even small attempts at initiation.
• Inaccurate Requests: Strategies for correcting inaccurate requests, including providing clear and concise feedback, modeling correct requesting behaviors, and systematically fading prompts.
• Generalization Difficulties: Techniques for promoting generalization, including systematically varying the environment, communication partners, and items, and reinforcing successful requests in novel situations.