Communica)on

Skills for Students with Disabili)es:

Implemen)ng Phase 1 of PECS

A Quick Guide for Implementation

Icons vs. Photographs

9/8/2014

Overview

What is PECS?

What is PECS?

PECS stands for Picture Exchange Communication System

Good candidates for PECS

Steps of implementation

Developed and trademarked by Bondy and Frost

Strong evidence base for improving spontaneous communication
Some evidence that speech outcomes may be improved for some children
The pictures themselves are not called PECS

Case examples
Role play and feedback
Questions

What is the idea behind PECS?

Good candidates for PECS

Teaching communication as a spontaneous skill based on natural

Have not yet demonstrated the ability to use appropriate functional

motivation

Two adultsa communication partner and a helperhave distinct roles

Avoiding teaching students to be direction followers

The only pre-requisite is an interest in something

Phases build from Phase 1 (initially learning to communicate with one
help

Photographs or picture symbols can be used

Mayer Johnson picture symbols are just one possible choice
Every choice has pros and cons

picture to request an item) to Phase 6 (communicating in full picture

sentences to participate in conversations)

communication to express their needs and wants

Poor joint aWention skills

Nearly any age (3 years +)
Most commonly used with children who have ASD
May have multiple disabilities with signicant visual impairment or

blindness (with tactile symbols)

Phase 1 and 2 are most commonly used

Practitioners often transition to other interventions after these phases are

mastered

Communica)on Skills for Students with Disabili)es:

Implemen)ng Phase 1 of PECS

9/8/2014

What does PECS look like?

Phase 1 Steps for Implementation

Phase 1 Steps for Implementation

hWps://www.youtube.com/watch?v=bm1qdCBj-ho

1. Arrange the training environment by providing one picture at a time,

positioning the communication partner appropriately, and displaying the
reinforcer in view of the learner.

2. The communication partner entices the learner by interacting with the

reinforcer (e.g., eating food, playing with toy).

Enticing the learner involves demonstrating that the reinforcer is
available and appealing.
Enticing the learner does not involve prompting the learner to exchange
the picture. The communication partner should never directly prompt
the learner to exchange the picture.

reinforcer = object or activity that is highly motivating to learner

communication partner should be easily accessible and oriented toward

learner

Phase 1 Steps for Implementation

3. The communication partner opens her/his hand (only) after the learner
initiates the request.

And open hand prior to the request a prompt for a picture exchange. (Note:
When you are rooting for your student to be successful, it is hard not to do
this!)
Other inadvertent prompts might include expectant eye gaze, pointing,
nudging, etc.
The open hand will be faded later (see step 10).
Note: In new training materials from Bondy and Frost, they suggest
eliminating the open hand altogether.

Phase 1 Steps for Implementation

Phase 1 Steps for Implementation

4. The learner reaches toward the desired item. The helper (siWing behind
the learner) interrupts the reach and redirects the learner to pick up the
picture/symbol by providing a physical prompt.

5. The learner picks up the picture/symbol. The helper assists the learner
by helping him/her place the picture in the open hand of the
communication partner.

For the rst few exchanges, the learner will need a full physical prompt.
This prompt will be faded to a partial physical prompt, and then no
prompt at all (see step 9).

The idea is to wait until the learner demonstrates that he/she desires the

item and to direct that motivation toward functional and appropriate

communication
Only physical promptsnot verbalshould be used
Having a dierent person be the helper separates the prompting from
the communication partner

Communica)on Skills for Students with Disabili)es:

Implemen)ng Phase 1 of PECS

9/8/2014

Phase 1 Steps for Implementation

Phase 1 Steps for Implementation

Phase 1 Steps for Implementation

6. The communication partner hands the item to the learner and names
the item as the communicative exchange is made.

7. The helper and communication partner do not provide the learner with
any verbal prompts.

Be enthusiastic and clearly show that you are interpreting the act as

Only the physical prompts and open prompt are used as described in

8. The communication partner immediately rewards the learner with the

requested item after the exchange.

Immediate reinforcement is crucial for initial teaching.
It is okay to manage reinforcement after communication is established.
(e.g., You dont to be feeding your student chocolate all day.)

communication. (e.g., Oh, you want to listen to music!)

other steps.

Making reinforcement only available at certain times of the day

Limiting the number of times a reinforcers can be acquired a day

Delivering reinforcers in extremely small portions.

Using a go/stop card to symbolize when the reinforcer is available

Phase 1 Steps for Implementation

9. The helper fades physical assistance once the exchange steps are established
with the learner.

Full physical (e.g., hand-over hand) to partial physical (e.g., touch hand or
elbow nudge) to independent student initiation
After establishing the steps, begin to pause briey (typically 3-5 seconds) to
allow the learner to initiate independently
It may help to use a systematic prompt fading procedure (e.g., time delay) to
fade this prompt
Some learners with physical disabilities may continue to need physical
assistance

Phase 1 Steps of Implementation

10. The communication partner fades the open-hand prompt during the
exchange once physical assistance is faded.

The goal is for the learner to initiate handing the picture before the
partner opens his/her hand.
Note: New guidelines from Bondy and Frost suggest never introducing
the open hand in the rst place, thereby eliminating the need to fade
this prompt.

Case Examples

Steps

A 4-year-old preschool with autism has no functional communication

except for grunting and crying. She really enjoys jumping on a

trampoline.

A high school student with multiple disabilities, including blindness

and intellectual disability, does not have a consistent system of

communication. He sometimes will turn his gaze toward things he is
interested in, and rocks back and forth quickly in his wheelchair when
he is excited. His family reports that he really enjoys listening to Garth
Brooks.

Communica)on Skills for Students with Disabili)es:

Implemen)ng Phase 1 of PECS

9/8/2014

Role Play

Assessment for Next Week

A 6-year-old with autism and intellectual disability does not have a

A young man with autism does not have a reliable form of

reliable form of communication. He does not seem to be motivated by

interacting with others, but he is highly motivated by food, especially
popcorn. When food is present, he often will grab it away from others.
If he is unable to grab the food, he often cries and whines and escalates
to a tantrum if he is not given the food.

communication. A preference assessment shows that he nds writing

with his favorite pencil to be very reinforcing.