Picture Exchange Communication System

1. Picture Exchange Communication System

2. Why PECS? • Requires no prerequisite skills • Teaches student to initiate communication • Can lead to speech development

3. Phase I • 2 trainers are needed • Second trainer provides total physical assistance to the student • No direct verbal prompts are used • Use highly preferred items only • Use only one picture at a time

4. Phase I • First trainer responds as if the student has spoken • Fade physical assistance • Fade the “open hand” cue • Be prepared to use pictures when the opportunity occurs naturally

5. Phase II • No direct verbal prompts • Use one picture at a time • Use a book or board • Increase the distance between the student and trainer

6. Phase II • Increase the distance between the student and picture • Trainer puts the picture away • Be prepared to use pictures when the opportunity occurs naturally

7. Phase III • No direct verbal prompts • The student discriminates between preferred item and irrelevant item • Trainer gives student what was asked for • Check for understanding • Reduce picture size • Rearrange picture location on board

8. Phase IV • “I want” on the left side of a sentence strip • Show the sentence to the student • Move the “I want” picture to the board or book

9. Phase V • Trainer points to “I want” while asking “What do you want?” • Gradually increase the time between asking and pointing • Fade pointing cue • Encourage eye contact

10. Phase VI • Use less preferred items to teach “I see” • Reinforce by giving the student a non-related tangible reward • Vary “What do you see?” and “What do you want?”

11. Phase VI • Teach “What do you have?” using low preference items • Add additional questions • Fade tangible reward

12. Moving On • Use same techniques to teach adjectives • Teach Yes and No