Why is multimodal communication important when using PECS?

PECS, or Picture Exchange Communication System, is a widely used augmentative and alternative communication (AAC) system. AAC refers to methods used to support communication for individuals who have difficulty with spoken language. PECS initially relies on exchanging pictures to request items or activities. However, multimodal communication—using multiple modes of communication simultaneously—becomes increasingly important as PECS progresses beyond basic requests and to support more complex communication. Multimodal communication involves combining visual, auditory, gestural, and other non-verbal cues alongside the picture exchange.

Initially, a child using PECS might exchange a picture of a juice box to receive juice. This is primarily a visual exchange. As communication skills develop, simply exchanging the picture isn't enough to convey the full message. For example, a child might use a picture of a swing *and* point to the swing, *and* say “swing” (if they have some verbal ability), *and* show excitement on their face. Each of these – the picture, the pointing, the verbalization, and the facial expression – contributes to the overall message. This combined approach is multimodal.

Several reasons highlight the importance of multimodal communication within PECS. First, it provides redundancy. If one mode fails (e.g., the child is tired and their facial expression doesn't clearly convey excitement), other modes can still convey the message. Second, it increases clarity. Combining a picture of a cookie with a pointing gesture towards the cookie jar makes the request much clearer than just presenting the picture. Third, it supports more complex communication. PECS can be used to express feelings, ask questions, and engage in social interactions, which often require more than just requesting items. For instance, a child might use a picture of a sad face, point to a friend who took their toy, and say “sad” to communicate that they are upset. The picture provides the core message, the pointing identifies the cause, and the verbalization adds emotional context.

Furthermore, incorporating multimodal communication aligns with how typically developing children communicate. They rarely rely solely on one mode; they use a combination of words, gestures, facial expressions, and body language. Encouraging multimodal communication in PECS helps individuals using the system develop communication skills that are more natural and adaptable to various social situations. Finally, research shows that individuals who use multimodal communication alongside PECS demonstrate greater communicative competence and social interaction skills compared to those who rely solely on picture exchange.