Describe the different phases of PECS and their significance in promoting communication development.
The Picture Exchange Communication System (PECS) consists of several well-defined phases, each serving a specific purpose in promoting communication development for individuals with communication difficulties, including those with Autism Spectrum Disorder (ASD). These phases are carefully designed to systematically build communication skills and support learners in their journey towards effective communication. Let's explore the different phases of PECS and their significance:
Phase 1: Communication Temptation (Pre-communication)
* In this initial phase, the focus is on creating a communication-rich environment and establishing motivation for communication. Communication temptations are created to entice the individual to initiate communication. For example, the communication partner may hold a desired item or treat in view but out of reach to encourage the learner to communicate their desire for it.
Significance: This phase sets the foundation for communication by teaching learners that communication can be a powerful tool to get what they want or need. It establishes the motivation for communication and provides opportunities for the learner to initiate communication interactions.
Phase 2: Exchange of a Single Picture (Requesting)
* In this phase, the individual is taught to exchange a single picture symbol (e.g., a picture card representing a desired item) with a communication partner in exchange for the item or activity. The communication partner immediately honors the request, reinforcing the communication exchange.
Significance: This phase introduces the concept of using picture symbols to communicate and reinforces the understanding that communication leads to getting desired items or activities. Learners begin to understand the function of communication and its effectiveness in achieving their needs.
Phase 3: Distance and Persistence (Expanding Communication)
* In Phase 3, learners are taught to use the PECS skills in different environments and with various communication partners. They learn to be persistent in their communication attempts and overcome challenges in initiating communication with different people.
Significance: This phase promotes generalization of communication skills across settings and individuals, helping learners use their communication skills in real-life situations. It encourages them to communicate with various people, leading to improved social communication.
Phase 4: Picture Discrimination (Discrimination Training)
* This phase focuses on teaching learners to discriminate between different picture symbols and select the appropriate one to communicate their specific wants or needs effectively.
Significance: Picture discrimination ensures that learners understand the meaning of different picture symbols and can use them accurately to represent specific items or activities. It enhances their ability to express a range of preferences and needs.
Phase 5: Sentence Structure (Basic Sentence Construction)
* In this phase, learners are introduced to the concept of creating simple sentences using picture symbols. They combine request symbols with symbols for "I want" or "I see" to form basic sentence structures.
Significance: The introduction of sentence structure enhances the learner's ability to express more complex communication messages beyond simple requests. It expands their communicative capacity and promotes expressive language development.
Phase 6: Responding to "What do you want?" (Answering Questions)
* In this phase, learners are taught to respond to questions such as "What do you want?" or "What do you see?" using picture symbols. They learn to initiate communication by responding to queries from communication partners.
Significance: This phase further encourages social communication and reciprocal interactions. Learners gain the ability to respond to questions, engage in conversations, and share information with others.
Phase 7: Commenting (Expressing Observations)
* The final phase focuses on teaching learners to use PECS to comment on objects, events, or activities they observe in their environment.
Significance: Commenting expands the learner's expressive language skills and promotes communication for social purposes, such as sharing thoughts, feelings, and observations with others.
Scientific Evidence:
Research studies published in the Journal of Autism and Developmental Disorders, the Journal of Applied Behavior Analysis, and other reputable journals have demonstrated the effectiveness of PECS and its different phases in promoting communication development for individuals with ASD and other communication difficulties.
Conclusion:
The different phases of the Picture Exchange Communication System (PECS) play a crucial role in promoting communication development for individuals with communication difficulties. Each phase serves a specific purpose in systematically building communication skills, from initiating simple requests to engaging in social interactions and expressing observations. The evidence-based nature of PECS and its structured progression make it a valuable and effective tool for enhancing communication skills and fostering meaningful communication for individuals with ASD and other developmental disabilities.