How PECS Supports Communication in Autism

Understanding Autism Communication Challenges

Individuals with autism often face significant communication challenges. These challenges can be varied and complex, encompassing issues with both verbal and non-verbal communication. Understanding the nature of these communication barriers and exploring effective strategies to address them is a crucial aspect of supporting individuals with autism.

Communication Barriers in Autism

Autism is characterized by impairments in social skills, verbal and non-verbal communication, and restricted repetitive stereotyped behaviors. One of the key challenges is communication difficulties, which are a hallmark feature of autism. It is estimated that 30% of children with autism spectrum disorders (ASD) will not develop speech sufficient to meet their communication needs [2].

These communication difficulties can manifest in various ways, including difficulties in understanding and using language, problems with social cues and body language, and challenges in initiating and maintaining conversations. As such, traditional forms of communication may not always be effective for individuals with autism, and alternative strategies may be needed to support their communication needs.

Alternatives to Verbal Communication

Given the challenges with verbal communication, alternatives to verbal communication are often used to support individuals with autism. One such alternative is the Picture Exchange Communication System (PECS), a systematic approach to communication that uses visual supports to help individuals with autism initiate and engage in communication.

PECS is a six-phase picture system based on applied behavior analysis, specially designed to overcome communication difficulties in children with autism by encouraging the child to be the communication initiator. By using pictures and symbols, PECS provides a visual method of communication that can be more easily understood and used by individuals with autism.

PECS, as a form of augmentative and alternative communication (AAC), is proven to improve communication in children with autism who struggle to approach others. This system aids in making the child the in charge of communication, which is less intimidating for them as they are not required to speak initially.

PECS and other similar AAC strategies offer an effective means to address the communication challenges faced by individuals with autism. By providing a visual and systematic approach to communication, these strategies can help to improve communication skills, enhance social interactions, and improve overall quality of life for individuals with autism.

Picture Exchange Communication System (PECS)

The Picture Exchange Communication System (PECS) is an innovative approach to overcoming communication difficulties, particularly in children with autism. The effectiveness of this method has been recognized and adopted worldwide, as it provides individuals with autism a practical means to communicate their needs, wants, and thoughts effectively [1].

Basics of PECS

PECS is based on applied behavior analysis and utilizes a six-phase structured training protocol. It supports the acquisition of functional communication based on both behavioral and developmental principles. The system is designed to encourage the child or individual with autism to initiate communication [2].

The aim of PECS is to allow individuals with autism to initiate communication through the exchange of pictures. This approach does not require complex verbal behavior, making it an effective communication intervention, especially for preschool-age children with autism spectrum disorders (ASD) [3].

PECS is a low-tech system which consists of pictures that are exchanged with a communication partner. The simplicity of this system promotes independence and self-advocacy, providing a practical tool for individuals with autism to express their needs and wants.

Six Phases of PECS

The PECS protocol consists of six distinct phases, each designed to gradually increase the complexity and versatility of communication. These phases start with the initiation phase, where the individual learns to communicate using a single picture, and progress to more advanced stages where individuals develop sentence structure and are able to comment and respond to questions using pictures. The phases are as follows:

1. Phase 1: The Physical Exchange - The individual learns to exchange single pictures for items or activities they really want.
2. Phase 2: Expanding Spontaneity - The individual moves, goes to a distant communication partner to deliver a picture and gets the desired item in return.
3. Phase 3: Picture Discrimination - The individual learns to select from two or more pictures to ask for their favorite things.
4. Phase 4: Sentence Structure - The individual learns to construct simple sentences on a sentence strip using an "I want…" picture followed by a picture of the item being requested.
5. Phase 5: Responding to Questions - The individual learns to respond to the question, "What do you want?"
6. Phase 6: Responsive and Spontaneous Comments - The individual learns to comment about things in their environment both spontaneously and in response to questions.

Each phase of PECS is carefully designed to gradually improve and expand the communication abilities of individuals with autism, promoting meaningful engagement and interaction. These stages have been found to have a significant impact on communication outcomes for children with ASD, including increased rates of communication behaviors, modes, functions, and engagement [5].

Implementing PECS in Autism Therapy

The Picture Exchange Communication System (PECS) is a strategic tool employed in autism therapy. This system aims to enhance the communication skills of individuals with autism by teaching them to exchange pictures for desired items and activities. Its implementation requires trained professionals and a personalized approach to meet individual needs.

Training Professionals on PECS

The successful implementation of the PECS system relies on adequately trained professionals. These individuals, often speech pathologists or education professionals (EPs), undergo a structured training program that includes a comprehensive description of the PECS strategy, practice on its implementation, and feedback on performance.

EPs, such as teaching assistants, teachers, preservice teachers, and speech-language pathologists, have been successfully trained to provide PECS communication opportunities. Interestingly, many of these EPs have minimal to no prior experience using PECS, highlighting the adaptability and learnability of the program.

The PECS training for professionals typically covers:

1. Overview of PECS
2. Understanding of the six phases of PECS
3. Hands-on practice with PECS
4. Feedback and performance assessment

This structured training ensures that the professionals are well-versed with the system and can efficiently utilize it in therapy sessions to aid in the communication development of individuals with autism.

Customizing PECS for Individual Needs

PECS is not a one-size-fits-all strategy. It is customizable to cater to the diverse communication needs and abilities of individuals with autism. The program begins by teaching the child to exchange a single picture for a desired item, and progressively advances to using sentences [6].

The customization of PECS involves:

1. Understanding the individual's communication needs
2. Identifying desired items and activities
3. Creating relevant pictures for exchange
4. Gradually introducing sentence formation

This approach allows individuals with autism to initiate communication through the exchange of pictures, without requiring complex verbal behavior. It empowers them to express their needs and wants independently, fostering a sense of autonomy and boosting their self-confidence.

In conclusion, the implementation of PECS in autism therapy requires trained professionals and a personalized approach. With the right training and customization, PECS can prove to be a powerful tool in enhancing the communication skills of individuals with autism.

PECS and Behavior Management

In addition to enhancing communication skills, the Picture Exchange Communication System (PECS) can also be instrumental in managing behavior in children with autism. By combining PECS with traditional behavioral techniques, significant improvements in self-help skills and reductions in behavioral issues can be observed.

Combining PECS with Traditional Techniques

One commonly used traditional behavior management technique is Differential Reinforcement of Alternative Behavior (DRA). This technique involves reducing maladaptive behaviors by reinforcing alternative, adaptive responses. It has been found that when PECS is combined with traditional techniques like DRA, reprimand, and task direction, it can lead to substantial improvements in communication and self-help skills, along with a reduction in behavioral problems in children with autism.

This combination of methods allows children to understand the consequences of their behaviors better and encourages them to adopt more acceptable behaviors. For instance, a child might learn that using a picture to request a toy results in obtaining the toy, whereas tantrum behavior does not. This understanding can motivate the child to use the picture communication system more frequently, thereby improving their communication skills.

PECS and Stereotyped Behaviors

Stereotyped behaviors, or repetitive behaviors, are common in individuals with autism and can often be a significant barrier to learning and communication. In managing these stereotypical behaviors, the combination of PECS and traditional techniques like DRA has shown significant effectiveness.

PECS provides non-verbal or minimally verbal children with a visual mode of communication, which can be easier for them to understand and use compared to verbal communication alone [6]. By providing an alternative means of communication, PECS can help to decrease frustration and reduce the need for stereotyped behaviors.

In conclusion, the integration of PECS into behavior management strategies for children with autism can support their acquisition of communication skills and help manage behavioral challenges. As with any intervention, the effectiveness of PECS will depend on individual factors and should be tailored to meet the unique needs of each child.

PECS Outcomes in Autism Therapy

The Picture Exchange Communication System (PECS) has shown to be an impactful tool in improving communication and social skills for children diagnosed with autism spectrum disorders (ASD). Its efficacy, particularly among preschool-age children, has been recognized as it uses pictures or symbols to teach functional communication and is considered a promising intervention for children with ASD.

Improved Communication Skills

Implementation of PECS has led to a significant improvement in communication outcomes for children with ASD. These include increased rates of communication behaviors, modes, functions, and engagement. It has positive effects on initiating requests, commenting, and sharing, thereby enhancing the child's ability to express their needs and thoughts effectively.

The level of mastery of PECS also plays a role in the improvement of communication skills. Participants who achieved high phases of PECS (≥PECS phase IIIb) differed significantly from those who mastered lower PECS phases (≤PECS phase IIIa) in terms of overall, verbal, and nonverbal mental age, matching abilities, and adaptive behavior level. Stimulus generalization was also associated with significant variation in PECS outcome [7].

Enhanced Social Interactions

PECS not only aids in improving communication skills but also enhances social interactions. Teaching typically developing peers to use PECS and be responsive listeners to preschoolers with autism can lead to improved social interactions, play skills, and functional communication for children with autism. Peer-mediated interventions have been shown to be effective in improving social communication and reciprocity in children with autism.

Training peers without disabilities to be responsive communication partners by using PECS can lead to improved social interactions, including initiating joint attention, exchanging objects, and making requests. Peers can be taught to model AAC use, provide natural social reinforcement, and give feedback during play routines, leading to stronger social language skills in children with autism.

In conclusion, the use of PECS in autism therapy has yielded positive outcomes in both communication skills and social interactions. This underscores the importance of integrating such tools into interventions designed for children with ASD.

Factors Affecting PECS Outcomes

The effectiveness of the Picture Exchange Communication System (PECS) in improving the communication skills of individuals with autism can vary. Several factors can play a role in these outcomes, including the characteristics of the child and various treatment factors.

Child Characteristics and PECS

The characteristics of the child can significantly influence the effectiveness of PECS. According to NCBI, participants who achieved high phases of PECS (≥PECS phase IIIb) differed significantly from those who mastered lower PECS phases (≤PECS phase IIIa) in terms of overall, verbal, and nonverbal mental age, matching abilities, and adaptive behavior level.

However, factors such as autism symptom severity and parental ratings of maladaptive behavior were not associated with significant differences in PECS outcomes. The relationship between PECS outcomes and age at which the child starts using PECS is unclear. Some studies suggest that younger children may take longer to learn PECS, while others suggest that students introduced to PECS at a later age may have a lower likelihood of increasing speech production.

Treatment Factors and PECS

Treatment factors also play a role in the effectiveness of PECS. As per NCBI, factors believed to be associated with variations in outcomes following PECS include treatment intensity, duration, approaches to generalization training, amount of staff training and/or supervision, and treatment fidelity.

However, limited systematic research has been conducted to explore the association between PECS treatment variables and communication outcomes. Little is known about the characteristics of treatment essential for improved communication outcomes or how treatment factors might interact with child factors.

By understanding these factors, it might be possible to tailor PECS therapy more effectively to each individual's needs, potentially enhancing the outcomes and improving the communication skills of individuals with autism.

References

[1]: https://www.thetreetop.com/aba-therapy/picture-exchange-communication-system-pecs

‍[2]: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6743531/

‍[3]: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3122547/

‍[4]: https://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/PECS_Steps.pdf

‍[5]: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6195038/

‍[6]: https://raisingchildren.net.au/autism/therapies-guide/pecs

‍[7]: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10748685/