Sarah Carney

UTILIZING PECS COMMUNICATION

Introduction: Just as Autism is a spectrum, intervention is a spectrum as well. Intervention is
tailored directly to the needs of a child or adult in order for communication to happen at its best
method. PECS stands for Picture Exchange Communication System. It is a behavioral and low
tech intervention that teaches the student/adult how to exchange pictures for items.

How I utilize PECS in my internship: I utilize PECS frequently in my internship with Autistic
and low verbal or non verbal children. PECS has given a communication solution to those that
cannot “ask” for what is wanted orally. It has also helped with vocabulary and reading
enhancement as picture association and letter association are a part of the methodology in the
therapy room.

Lesson Plan: Teaching a Child How to Use PECS Overview

1. The first step is ​Reinforcers​. It is important as a therapist to know what will motivate
your child to ask for what he/she wants. For an example, food or toys serve as
tremendous motivators in our therapy room.
2. The next step is ​Teaching Communication​( These steps are also explained through the
PECS website). The director and assistant will teach the child how to ask for the
motivator by exchanging a piece of paper with the actual motivator. This is done by
gently guiding the elbow to the other’s hand in attempt to create a learned “ask.”
3. The next step is the ​Communication Book​. I will include examples of a PECS
communication book below that I have helped create for a child that is nonverbal. The
book is meant to travel with the student throughout the day.
4. Five Pictures​ is the next step. This looks at discrimination and the validity of the child’s
response in the beginning stages of PECS. The director chooses five pictures that the
child shows interest in (favorite movies, food, books) and five that the director knows the
child does not like.
5. The next step is ​Sentence Structure.​ This step builds on single picture exchange (single
word exchange) to sentence exchanges. The sentences typically utilized in my internship
are “ I want” or “ I see.” The child then places the picture of what he/she wants or sees
and points to all aspects of the sentence (Points to “I,” then “want,” then “fruit snacks”).
6. Verbal Prompt​ is the next step in which the director asks the question “What do you
want?”
7. The last step is ​Commenting​. After the student is comfortable with the PECS method
nonverbally, the student is then prompted with more questions such as “What do you
like?”
Step by Step: How to Create a PECS Communication Board
Now that the process of coming to PECS has been explained, the process of making a PECS
board is the fun part. This board is tailored to your student and what you choose is typically
THEIR options of communication each school day. It is important to chose things you think are
important to communicate and express.
1. Seek out a ring binder that is durable.
2. Begin with only a few tab pages with pictures grouped into categories.
a. Foods on one page, Toys on another page
3. Place velcro strips on each page and print out pictures such as what is included below.
Laminate and cut out these pictures and stick them on the velcro strips of the binder.

4. Place a velcro strip on the front binder page that holds a rectangular sheet also with
another strip on top of it. Below is one that I helped create in my internship. This strip allows for
sentence building ( I want sentences) and can be pulled off and handed to you by the student.
5. The last step is to work consistently with the same binder using the PECS methodology listed
above. The child will hopefully grow out of a PECS binder because their vocabulary will have
increased.