PECS

Phase 2

9/15/2014

Overview
Review of PECS

A Quick Guide for Implementation

Good candidates for PECS

Steps of implementation
Case examples
Role play and feedback
Questions

What is PECS?

What is the idea behind PECS?

PECS stands for Picture Exchange Communication System

Teaching communication as a spontaneous skill based on natural

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
Photographs or picture symbols can be used
Mayer Johnson picture symbols are just one possible choice
Every choice has pros and cons

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

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

sentences to participate in conversations)
Phase 1 and 2 are most commonly used

Practitioners often transition to other interventions after these phases are

mastered

PECS Phase 2

Good candidates for PECS

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Transition to Phase 2

Have not yet demonstrated the ability to use appropriate functional

communication to express their needs and wants

Poor joint aUention 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 2 can begin as soon as students have acquired the basic skills

outlined in Phase 1

Phase 1: teaching the initial exchange

Phase 2: increasing spontaneity and generalization
The outcome of this phase is to increase the learners spontaneity and

generalization of the picture exchange

The helper will fade prompts, but still remain available to assist as

necessary

Phase 2 Steps for Implementation

Phase 2 Steps for Implementation

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 in front of him/her (e.g., eating food, playing with toy).

In Phase 2, the learner must have many opportunities to engage in
picture exchanges with a variety of communication partners such as
parents, teachers, siblings, therapists, etc.

To promote generalization, instruction should take place in a variety of

natural environments such as home, school, and community.

Once in Phase 2, the number and variety of reinforcer items is

increased. The use of multiple food and tangible items will decrease the
chances of reinforcer satiation, or the learner growing tired of the
reinforcer. However, only one icon/reinforcer is used at a time.

PECS Phase 2

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Phase 2 Steps for Implementation

Phase 2 Steps for Implementation

3. As training progresses, move a distance from the learner so that the learner
must move some distance to access the reinforcer.

This diers from Phase 1 in that the partner is no longer in arms reach.
Now, the partner will gradually increase distance and positioning from the
learner
This increased distance serves to help the student learn to access the picture/
symbol, move within proximity of the communication partner, and gain the
partners aUention before making the request (Frost & Bondy, 2002).
I have changed the wording to reinforce above from the text.

4. The learner picks up the picture/symbol without prompting.

If prompting is required, go back to Phase 1.

Phase 2 Steps for Implementation

Phase 2 Steps for Implementation

5. As training progresses, the teacher/practitioner places the symbol at

some distance so that the learner must move to access it.

This distance should be gradually increased as in Step 3 to encourage
the learner to actively seek the specic picture/symbol needed for
communicative exchange (Frost & Bondy, 2002).

6. The communication partner immediately hands the item to the learner

and names it as the exchange is made.
Be enthusiastic and clearly show that you are interpreting the act as

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

Reminder: there a no verbal prompts provided throughout Phase 2

If physical prompting is needed with any frequency, go back to Phase 1.

PECS Phase 2

Phase 2 Steps for Implementation

7. Immediately reward the learner with the requested item after the
exchange.
Once communication is established, you can manage reinforcement by
Making reinforcement only available during certain times of day
Limiting the number of times a reinforcer can be acquired a day
Delivering reinforces in extremely small portions
Using a go/stop card to symbolize when the reinforcer is available

9/15/2014

What Next?

Proceed to Phase 3 (teaching discrimination between symbols)

Alternatives
Transition to a voice output device
Transition to naturalistic intervention
Reasons to use Phases 1 and 2 and then transition to something else
PECS is a great way to teach beginning communication, but is not a very
good complete communication system

not ideal for communication with peers or novel communication partners

somewhat slow and cumbersome compared to other options

PECS Phases 3 emphasizes use of distractor icon to teach discrimination,

and Phase 4 emphasizes sentences structure

this might not be the best route