PECS in the Classroom

Picture Exchange Communication Systems for Autism, Speech Disorders

Oct 14, 2009

The Picture Exchange Communication System (PECS) can be used in the classroom to stimulate speech, language in kids with autism, Down syndrome, and other disorders.

When a child with a severe communication disorder is unable to use sign language or other forms of natural language to communicate needs in the classroom, the Picture Exchange Communication System (PECS) may be a good alternative. Designed by Andy Bondy and Lori Frost for stimulation of speech in children on the autism spectrum, PECS has been a successful assistive technology for all types of speech disorders.

What is PECS?

PECS is a means of communication in which photographs, drawings, and objects are used to help a non-speaking child communicate needs and wants to another person. PECS in the classroom is most useful when a child has not yet grasped basic language skills. Using this assistive technology will be an important step in helping a student understand that each desired object or action (picture) could be represented by a word.

Communication Partners in PECS

With the Picture Exchange Communication System it is important that the student with special communication needs be paired with a communication partner. The child and partner work together to “exchange” the desired item or picture in a physical form of communication. The partner is usually a parent, teacher, teacher aid, or speech-language pathologist (SLP). The child’s SLP will usually be the one who develops the exchange system specifically for the youngster with a communication disorder.

Each partner in the PECS scenario must be trained to use the assistive technology in the appropriate manner so that the student with special needs develops an understanding of language.

Total Communication

One way in which the communication partner can stimulate language development in children with communication disorders is to use the concept of Total Language. The communication partner should encourage the proper use of speech by repeating a want and desire verbally back to the student. An example would be if the child hands the partner a picture of a glass of milk and the partner then says, “You would like a glass of milk, please.”

Communication Boards, Books for Children with Speech Disorders

When speech is just beginning to develop picture cards and items can be handed back and forth with a communication partner individually. As the concept of sentence structure starts to take shape, the picture cards can be placed in order on a communication board to help with speech development. Communication boards can be a cheap assistive technology for the classroom.

If the child with a communication disorder is older, communication books may be used instead. Smaller and more portable, communication books can be carried easily from classroom to classroom. Also, a key chain of picture cards can be easily hooked onto a belt loop or backpack. Picture card communication “keys” can be homemade or purchased.

For kids with significant speech delays, the Picture Exchange Communication System (PECS) should be one of the assistive technologies considered for promoting speech and an understanding of language. The PECS can be used for children with autism, Down syndrome, hearing loss or any other disorder in which communication has not yet fully developed. Using PECS in the classroom is a good way to encourage speech in a child with a severe communication disorder.

Kumin, Libby, Ph.D., CCC-SLP, Helping Children with Down Syndrome Communicate Better. MD: Woodbine House, 2008.

Fein, Deborah, Ph.D., & Dunn, Michelle A., Ph. D., Autism in Your Classroom. MD: Woodbine House, 2007.

The copyright of the article PECS in the Classroom in Developmentally Challenged Ed is owned by Karen Plumley. Permission to republish PECS in the Classroom in print or online must be granted by the author in writing.