How to Choose a PECS System for Child

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The Silent Voices Speak: A Definitive Guide to Choosing a PECS System for Your Child’s Health and Communication Journey

For parents of children with limited or no verbal communication, the desire to understand and connect with their child is profound. When words don’t come easily, the frustration on both sides can be immense, often leading to behavioral challenges and a sense of isolation. This is where Augmentative and Alternative Communication (AAC) systems step in, offering a bridge to expression. Among these, the Picture Exchange Communication System (PECS) stands out as an evidence-based, highly structured approach that has transformed the lives of countless children and their families.

Choosing the right PECS system, however, isn’t a one-size-fits-all endeavor. It requires a deep understanding of your child’s unique needs, the system’s intricate phases, and a commitment to consistent, well-informed implementation. This definitive guide will empower you with the knowledge and actionable steps to navigate this crucial decision, ensuring you select a PECS system that truly unlocks your child’s communicative potential and fosters their overall well-being.

Understanding PECS: More Than Just Pictures

Before diving into selection, it’s vital to grasp the core philosophy and mechanics of PECS. Developed by Lori Frost and Andrew Bondy in 1985, PECS is not merely about handing over pictures. It’s a comprehensive communication protocol rooted in Applied Behavior Analysis (ABA) principles, focusing on teaching functional communication – the ability to spontaneously initiate interactions to get wants and needs met.

The beauty of PECS lies in its structured, six-phase progression, designed to build communication skills systematically:

  • Phase 1: How to Communicate. The child learns the fundamental concept of exchanging a picture for a desired item or activity. This initial phase establishes the core communicative act: “I give you a picture, you give me what I want.”
    • Concrete Example: Your child reaches for a favorite toy. You physically prompt them to pick up the picture of the toy and hand it to you. Immediately upon receiving the picture, you give them the toy. The key is swift, consistent reinforcement.
  • Phase 2: Distance and Persistence. The child learns to generalize this exchange across different environments and with various communication partners. They also learn to persist in their communication attempts, even if the communication partner isn’t immediately available.
    • Concrete Example: Your child is in the living room and wants a drink from the kitchen. They pick up the “drink” picture, walk to you (who is in the kitchen), and hand you the picture. You then give them the drink.
  • Phase 3: Picture Discrimination. The child learns to differentiate between multiple pictures, selecting the one that represents their desired item. This moves beyond a single picture exchange to making choices.
    • Concrete Example: You present your child with two pictures – one of a ball and one of a cookie. If they want the cookie, they must accurately select and hand you the cookie picture.
  • Phase 4: Sentence Structure. The child begins to construct simple sentences using a “sentence strip.” They learn to combine an “I want” picture with a picture of the desired item.
    • Concrete Example: Your child places the “I want” picture followed by the “apple” picture on a sentence strip and hands it to you. You then say, “I want apple,” and give them the apple.
  • Phase 5: Answering Questions. The child learns to use PECS to respond to questions, particularly “What do you want?”
    • Concrete Example: You hold up a picture of a car and ask, “What do you want?” Your child then selects and hands you the “car” picture.
  • Phase 6: Commenting. The most advanced phase, where the child learns to make comments about their environment in response to questions like “What do you see?” or “What is it?”
    • Concrete Example: You point to a dog and ask, “What do you see?” Your child then places an “I see” picture followed by a “dog” picture on the sentence strip.

PECS is an evidence-based practice, recognized by numerous organizations for its effectiveness in improving communication, social interaction, and reducing challenging behaviors in children with various diagnoses, including Autism Spectrum Disorder (ASD), Down Syndrome, and other developmental delays. It’s crucial to understand that PECS does not hinder speech development; in fact, many children who use PECS eventually develop spoken language. PECS provides a foundation for communication, and as speech becomes easier, children often naturally transition to verbal communication.

Is PECS the Right Fit for Your Child? Assessing Readiness and Needs

Before committing to PECS, a thorough assessment of your child’s current abilities and communication challenges is paramount. This isn’t about formal diagnoses as much as it is about practical considerations.

Key Indicators for PECS Suitability:

  • Limited or No Functional Speech: Your child struggles to initiate communication verbally, beyond perhaps a few sounds or single words used inconsistently. They may have a significant speech delay or be non-verbal.

  • Difficulty Initiating Communication: Does your child wait for prompts or rely on gestures that are often misinterpreted? PECS specifically targets the ability to initiate requests independently.

  • Understanding of Cause and Effect: Your child should grasp that an action (handing a picture) leads to a desired outcome (receiving the item). This basic understanding is foundational.

  • Motivation for Desired Items/Activities: PECS is driven by motivation. Your child needs to have strong preferences for certain items, foods, or activities that can be used as reinforcers.

  • Ability to Physically Exchange Pictures: While adaptations can be made, your child should have sufficient motor control to pick up and hand over a picture.

  • Visual Learner Tendencies: Children who respond well to visual cues and schedules often thrive with PECS.

  • Behavioral Challenges Related to Communication: If your child exhibits tantrums, frustration, or other challenging behaviors due to their inability to express needs, PECS can be a powerful intervention for reducing these.

Who Can Benefit from PECS?

PECS has demonstrated efficacy across a spectrum of communication needs:

  • Autism Spectrum Disorder (ASD): PECS was originally developed for children with autism and remains a highly recommended intervention due to its structured nature and visual focus.

  • Down Syndrome: Many children with Down Syndrome benefit from the visual support and structured learning PECS provides.

  • Global Developmental Delay: For children whose communication development is significantly behind, PECS offers a tangible pathway to expressing needs.

  • Apraxia of Speech: While not a direct speech therapy, PECS can provide an alternative communication method while speech motor planning develops.

  • Aphasia or Traumatic Brain Injury: In some cases, PECS can be adapted for older children or adults who have lost verbal communication abilities.

The Importance of Professional Assessment:

While this guide provides valuable insights, it’s crucial to consult with a qualified professional. A Speech-Language Pathologist (SLP) with expertise in AAC and PECS is your best resource. They can conduct a comprehensive assessment to:

  • Determine if PECS is the most appropriate AAC system for your child.

  • Identify your child’s communication strengths and weaknesses.

  • Help pinpoint highly motivating items and activities for effective reinforcement.

  • Guide you through the initial setup and implementation of the PECS protocol.

Crafting Your PECS System: Beyond the Starter Kit

While PECS starter kits are available, a truly effective system is highly individualized. This involves more than just buying pre-made pictures; it’s about tailoring the visual supports and implementation to your child’s unique world.

The Core Components:

  1. Communication Book/Binder: This is the central hub for your child’s pictures.
    • Considerations:
      • Size: Should be manageable for your child to carry and manipulate. Smaller, portable books might be ideal for initial phases, while larger ones can accommodate more pictures as skills develop.

      • Durability: Made from sturdy materials (laminated pages, strong rings/Velcro) to withstand daily use.

      • Accessibility: Pictures should be easily detachable and reattachable (Velcro is standard).

      • Organization: Consider how you’ll categorize pictures (e.g., by type of item, location, people). Tabbed dividers can be helpful.

  2. PECS Pictures (Symbols/Icons): These are the visual representations of items, actions, people, and concepts.

    • Considerations:
      • Clarity and Simplicity: Pictures should be unambiguous and easy for your child to interpret. Avoid busy backgrounds or excessive detail.

      • Personalization: Include pictures of your child’s specific preferred items (e.g., their exact brand of snack, a photo of their favorite blanket, a picture of Grandma). Generic pictures may not be motivating.

      • Relevance: The vocabulary should directly reflect your child’s daily life, routines, and interests. Start with highly motivating items your child frequently desires.

      • Visual Medium:

        • Photographs: Often best for very young children or those with significant cognitive challenges, as they offer the most concrete representation. Use clear, high-contrast photos.

        • Line Drawings/Icons: As your child progresses, simplified line drawings (e.g., from Boardmaker, Picture Communication Symbols (PCS)) can be introduced to promote generalization and introduce more abstract concepts.

      • Size: Pictures should be large enough for your child to easily see and manipulate, but not so large that they overwhelm the communication book.

  3. Sentence Strips: For Phase 4 and beyond, a detachable strip where your child can place multiple pictures to form sentences (e.g., “I want + desired item”).

  4. Velcro (Hook and Loop Fasteners): Essential for attaching pictures to the communication book and sentence strip, allowing for easy removal and reattachment.

Actionable Steps for Customization:

  • Preference Assessment: This is the absolute cornerstone. Before creating any pictures, spend time observing and formally assessing what truly motivates your child. Offer choices, note what they consistently gravitate towards, and identify their favorite snacks, toys, activities, and even people. This might involve:

    • Observational Assessment: Simply watch what your child engages with spontaneously.

    • Pairing: Present two items and see which one they reach for.

    • Activity Schedules: Introduce various activities and see which ones capture their attention.

  • Start Small and Grow: Don’t overwhelm your child (or yourself) with hundreds of pictures from day one. Begin with 5-10 highly motivating pictures. As your child masters exchanges, gradually introduce new vocabulary.

  • High-Quality Printing and Lamination: Invest in a good printer and a laminator. Laminated pictures will withstand wear and tear and are easier to clean.

  • Organize for Success: Create a system for storing unused pictures and quickly finding the ones you need. A separate container or binder for “active” vs. “inactive” vocabulary can be helpful.

  • Consider “No” and “All Done” Pictures: As communication skills advance, introduce pictures for rejecting unwanted items (“No” or “I don’t want”) and indicating completion (“All Done”). This fosters greater independence and reduces frustration.

  • Accessibility Aids (if needed): For children with significant fine motor challenges, consider larger pictures, or even adaptations like using magnetic boards or eye-gaze technology, though these move beyond the traditional PECS low-tech model.

Implementing PECS: The Role of the Communication Partner

PECS is a two-person game. The effectiveness of the system hinges on the active and consistent participation of the communication partner – typically parents, caregivers, and educators. This requires specific training and a shift in how you interact with your child.

The “Communicative Partner” Mindset:

  • Be a “Communication Temptation” Provider: Arrange the environment to create opportunities for your child to use PECS. Place desired items just out of reach, offer small portions of favorites, or start an engaging activity and pause it.
    • Concrete Example: Instead of automatically giving your child their favorite crackers, put them in a clear container that’s difficult to open or place them on a high shelf. This creates a natural opportunity for them to request.
  • Be Enthusiastic and Responsive: When your child uses PECS, respond immediately and with genuine enthusiasm. Deliver the requested item promptly. This reinforces the power of their communication.
    • Concrete Example: When your child hands you the “ball” picture, immediately say, “You want the ball!” and give them the ball with a smile.
  • Model Speech Consistently: Every time your child exchanges a picture, verbally say the name of the item or the sentence they are forming. This models spoken language alongside the visual exchange.
    • Concrete Example: If your child hands you the “juice” picture, say “Juice!” or “I want juice!” as you give them the juice.
  • Fading Prompts: In the initial phases, physical prompts (hand-over-hand guidance) are often necessary. However, the goal is to fade these prompts quickly, allowing your child to initiate independently. This is a delicate balance and often requires professional guidance.
    • Concrete Example: In Phase 1, you might initially guide your child’s hand to pick up the picture. Over time, you reduce this to a light touch, then a gesture, until they initiate on their own.
  • Error Correction: Mistakes are part of learning. PECS has a specific, consistent error correction procedure that should be followed. Your SLP will guide you on this, but generally, it involves quickly correcting the error and guiding to the correct response.

Training and Support: Your Non-Negotiable Investment

Effective PECS implementation is not intuitive; it requires formal training.

  • PECS Level 1 Training: Highly recommended for parents and all primary caregivers. These intensive workshops (often 2-day programs) provide a thorough understanding of the PECS protocol, practical strategies for each phase, and hands-on practice through role-playing. Look for training offered by certified Pyramid Educational Consultants, the creators of PECS.

  • Collaboration with Professionals: Work closely with your child’s SLP, BCBA (Board Certified Behavior Analyst), or special education teacher. They can:

    • Provide individualized coaching and troubleshooting.

    • Help you set up and organize your PECS system.

    • Monitor your child’s progress and adjust strategies as needed.

    • Ensure consistency across all environments (home, school, therapy).

  • Consistency is Key: All individuals interacting with your child must use PECS consistently and follow the protocol. Inconsistency can hinder progress and confuse your child.

Integrating PECS into Daily Life: Making Communication Natural

For PECS to be truly functional, it must be integrated seamlessly into your child’s everyday routines and activities. Communication isn’t just for therapy sessions; it’s for every moment of interaction.

Strategic Opportunities for Communication:

  • Meal and Snack Times: Prime opportunities for requesting food and drink.
    • Concrete Example: Only put a small portion of a preferred food on your child’s plate, prompting them to use a “more” picture if they want more.
  • Playtime: Encourage requesting toys, turns, or specific play activities.
    • Concrete Example: Hold a favorite toy just out of reach and wait for them to request it using the picture.
  • Routines (Bath, Bedtime, Getting Dressed): Use pictures to communicate choices or sequence events.
    • Concrete Example: Present pictures of “bath” and “book” before bedtime, allowing your child to choose the next activity.
  • Community Outings: Take the PECS book with you to the grocery store, park, or restaurant. This promotes generalization.
    • Concrete Example: At the grocery store, have your child hand you the picture of the cereal they want.
  • Social Interactions: Encourage communication with peers and other family members.
    • Concrete Example: If another child is playing with a desired toy, prompt your child to give the picture of the toy to the peer or to you to request a turn.

Expanding Communication Beyond Requesting:

While PECS starts with requesting, its ultimate goal is broader communication. As your child progresses through the phases:

  • Commenting: Encourage them to comment on what they see, hear, or feel.
    • Concrete Example: You see a bird outside and ask, “What do you see?” Prompt your child to use the “I see” + “bird” pictures.
  • Asking Questions: Introduce question pictures (e.g., “What?” “Where?”).

  • Expressing Emotions: Create pictures for “happy,” “sad,” “angry,” allowing them to communicate their feelings.

  • Providing Information: Use pictures to share simple information about their day.

Addressing Challenges and Troubleshooting

Despite its proven effectiveness, PECS implementation can encounter hurdles. Anticipating and addressing these can prevent frustration and ensure continued progress.

Common Challenges and Solutions:

  • Child is Not Motivated:
    • Solution: Re-evaluate your reinforcer list. Is the item truly highly desired at that moment? Conduct more frequent preference assessments. Try different types of reinforcers (e.g., sensory activities, social praise).
  • Child is Not Initiating:
    • Solution: Are you creating enough communication temptations? Are you waiting long enough for them to initiate before prompting? Are your prompts being faded appropriately? Ensure you’re not inadvertently “doing it for them.”
  • Difficulty with Picture Discrimination (Phase 3):
    • Solution: Ensure the pictures are distinct and clear. Start with highly preferred items against non-preferred items. Gradually increase the number of pictures presented. The “four-step error correction procedure” taught in PECS training is vital here.
  • Limited Generalization: Child only uses PECS with one person or in one setting.
    • Solution: Actively involve multiple communication partners. Practice PECS in a variety of natural environments and daily routines. Vary the specific items requested across different settings.
  • Child Becomes Over-Reliant on PECS (Not Developing Speech):
    • Solution: This is a common concern, but research indicates PECS typically supports speech development. Continue modeling speech explicitly and enthusiastically with every exchange. As speech emerges, gradually prioritize verbal attempts, but never remove PECS as a backup or primary communication method if needed. Consider transitioning to a Speech Generating Device (SGD) which provides voice output for pictures.
  • Resistance or Refusal:
    • Solution: Ensure the PECS process is always positive and rewarding. Avoid forcing or pressuring your child. Make the experience fun and highly reinforcing. Revisit earlier phases if necessary to build success and confidence. Sometimes, taking a short break and reintroducing PECS with a fresh set of highly motivating items can help.
  • Logistics of Managing Pictures:
    • Solution: Develop a consistent system for organizing and storing pictures. Have a “home” for the communication book. Consider making multiple copies of frequently used pictures. A “bank” of all available pictures can be helpful for quick access.

The Journey Beyond PECS: Transitioning and Evolving Communication

While PECS can be a long-term communication method for some, for many, it serves as a powerful bridge to more sophisticated communication systems.

When to Consider Transition:

  • Emergence of Spoken Language: If your child’s verbal vocabulary is growing, and they are spontaneously combining words, PECS may be used in conjunction with or gradually phased out in favor of speech.

  • Increased Cognitive Abilities: As your child’s understanding of abstract concepts and complex language develops, they may be ready for more robust AAC systems.

  • Need for Broader Communication: PECS is strong for requesting and commenting, but for complex conversations, narrative skills, or access to a wider vocabulary, other AAC systems might be more suitable.

Other Augmentative and Alternative Communication (AAC) Systems:

  • Speech Generating Devices (SGDs)/Voice Output Communication Aids (VOCAs): These are electronic devices that allow users to select pictures or symbols that then “speak” the words aloud. They offer a vast vocabulary and can be highly motivating with their voice output.

  • Sign Language: For some children, learning a few functional signs can be a useful communication tool, especially if fine motor skills are strong. However, it requires communication partners to also know sign language.

  • Core Word Boards: These focus on a small set of highly frequent words (verbs, pronouns, adjectives) that can be combined in many ways to express a wide range of meanings. Often used in conjunction with or as a transition from PECS.

The decision to transition from PECS or to integrate it with other systems should always be made in close consultation with your SLP and other members of your child’s support team. They will assess your child’s readiness and guide you on the most appropriate next steps, ensuring a smooth and effective transition that continues to foster their communicative growth.

Conclusion

Choosing and implementing a PECS system for your child is a profound commitment, but one that promises remarkable returns. It’s a journey of patience, consistency, and celebration of every small communicative breakthrough. By understanding your child’s unique needs, investing in proper training, customizing the system to their world, and embedding communication opportunities into every aspect of their day, you empower their silent voice to speak. This is more than just teaching a child to request; it’s about fostering independence, reducing frustration, enhancing social connections, and ultimately, unlocking their potential for a richer, more connected life.