What is the PRIMARY benefit of teaching the 'comment' function in PECS?

The primary benefit of teaching the 'comment' function in Picture Exchange Communication System (PECS) is to establish a functional communication exchange where the communication partner responds to the child’s request with more than just giving the requested item. PECS is a structured teaching protocol designed to teach individuals with autism or other communication challenges to initiate communication using pictures. Initially, PECS focuses on teaching the child to request items they desire by exchanging a picture of that item with a communication partner. This is known as Phase 1 and Phase 2 of PECS. However, simply receiving the item doesn't teach the child that communication itself is rewarding or that it can lead to more complex interactions. The 'comment' function, introduced in Phase 4 of PECS, addresses this. A 'comment' is a statement about the environment, feelings, or actions that is not a request. For example, a child might offer a picture of a dog while pointing to a dog in the room, or offer a picture of a sad face to indicate they are feeling sad. Teaching the child to comment requires the communication partner to respond to the comment with a related verbal statement, expanding the interaction beyond a simple transaction. This response, for example, saying “Yes, that is a dog!” or “You are feeling sad, that’s okay,” reinforces the communicative act itself and teaches the child that communication leads to social interaction and validation. This, in turn, motivates the child to communicate more frequently and in more varied ways. The comment function bridges the gap between requesting and more complex conversational skills, fostering a broader understanding of communication's purpose and increasing the child’s motivation to communicate beyond just getting what they want. It moves the interaction from a simple exchange to a reciprocal communication event, which is crucial for developing social communication skills.