PECS: The Picture Exchange Communication Training Manual (Andrew Bondy and Lori Frost, 1994)
The basic teaching strategies are derived from ABA: powerful reinforcers, prompting, fading, shaping, etc. and include the use of the innovative Picture Exchange Communication System (PECS) that the pair developed within the Delaware Autistic Program, which Bondy directed for many years.
PECS was originally developed as an augmentative communication system for preschool autism spectrum children and others with severe communication disorders. Since then it has been adapted for use with other populations that lack functional speech.
Rather than wait for long term results of speech training or development of the imitation and motor skills required for sign language, both of which can be quite time intensive with this population, Bondy and Frost designed PECS as a system of socially interactive communication that can be implemented very early on. They emphasize the importance of having children learn to approach their communicative partner from the beginning of training rather than solely waiting for specific clues from the partner (Bondy & Frost, 1999).
The Pyramid Education Model
The Pyramid Approach to Education emphasizes 4 fundamental structural elements that together form the base of the program:
A very high priority is placed on the ongoing identification and establishment of powerful reinforcers. As Bondy points out during his training sessions, "no reinforcer means no lesson."
PECS: The Primary Vehicle of Instruction
In the late 1980s, Bondy and speech-language pathologist Lori Frost co-developed the Picture Exchange Communication System. PECS differs significantly from previous picture systems that rely on pointing. PECS teaches the child to initiate communication and to become what Frost and Bondy call a persistent communicator (Frost and Bondy, 1994). It is designed to be an initial mode of communication within a social context. PECS teaches the "essence of communication" – approaching a communicative partner and interacting in an effective manner.
Unlike programs that teach labeling before requesting, PECS training begins with teaching simple requests for concrete items. Requesting is taught first because it is likely to be learned rapidly. From a Skinnerian perspective, requesting (manding) behavior is naturally maintained by its consequences (getting the desired item) whereas labeling is naturally maintained by social reinforcers.
First the child is taught to exchange a picture for a desired object (powerful reinforcer). This is initially done in trial format with the child and the teacher/parent at the same table, with the picture of the item in clear view. Physical (not verbal) prompting by a third person demonstrates for the child what is expected of him in order to get the desired item.
Picture exchanges are practiced in both mass trial format and in numerous natural environment opportunities throughout the day.
When the child masters the exchange independently, more distance is added between the child and the teacher. Eventually the teacher will have his back to the child so the child must get the adult's attention for the exchange to occur. Eye contact becomes a requisite for the exchange. Pictures are supported with verbal words as the adult labels the item as part of the exchange. Training progresses in this way until the child can build complete picture sentences independently and initiate "conversation" (sentence strip exchange) with the teacher.
A PECS book is created for the child with a functional picture "vocabulary". The child should have access to his book across all environments.
One of the major advantages that PECS offers is its universality. The child can communicate with most people that he meets.
Beyond Requesting
After the child is proficient at requesting, teaching focuses on other communicative purposes such as commenting, labeling and answering questions. It is intended to be a two-way system of communication leading to dialogue between the communicative partners.
With a little imagination, PECS can easily be adapted to other methods of direct instruction.
Using a Visual Approach to Communication
PECS was created primarily to teach the process of communication through a visual modality and within a social context. Its intent was to open the door of effective social communication for children by teaching them how to gain attention appropriately and initiate interaction with others. An emphasis on vocal communication is present but secondary. Frost and Bondy observe that many of the children who learn PECS begin speaking soon after. To what extent PECS influences verbal language is unclear. However, many children appear to benefit from the visual bridge to social communication that PECS provides them. The ability to express needs and desires is extremely important for all humans. With functional communication (PECS) the child has the tools to appropriately request in place of engaging in tantrums or other undesirable behaviors. He now has a voice
More Applications of the Use of a Visual Modality
The Pyramid Model also uses pictures in reinforcement systems (visual reward systems), such as token systems and "puzzle" reward cards in which the student earns pieces of a picture of a desired object.
Pictures are used across many different types of interactions throughout the day. They are used as visual supports for verbal instructions, as in showing a picture of a spoon with the request "Let’s get the spoon." Children are also taught to use sequences of pictures as effective schedules for routines or activities.
- One of the principal advantages of PECS is the integration of theoretical and practical perspectives from the fields of applied behavior analysis and speech/language pathology (Bondy & Frost, 1999)
The basic teaching strategies are derived from ABA: powerful reinforcers, prompting, fading, shaping, etc. and include the use of the innovative Picture Exchange Communication System (PECS) that the pair developed within the Delaware Autistic Program, which Bondy directed for many years.
PECS was originally developed as an augmentative communication system for preschool autism spectrum children and others with severe communication disorders. Since then it has been adapted for use with other populations that lack functional speech.
Rather than wait for long term results of speech training or development of the imitation and motor skills required for sign language, both of which can be quite time intensive with this population, Bondy and Frost designed PECS as a system of socially interactive communication that can be implemented very early on. They emphasize the importance of having children learn to approach their communicative partner from the beginning of training rather than solely waiting for specific clues from the partner (Bondy & Frost, 1999).
The Pyramid Education Model
The Pyramid Approach to Education emphasizes 4 fundamental structural elements that together form the base of the program:
- functional communication
- functional activities
- powerful reinforcers ( "no reinforcer = no lesson")
- strong behavioral intervention plan
- planned lesson formats
- various prompt strategies
- error correction strategies
- planned generalization
A very high priority is placed on the ongoing identification and establishment of powerful reinforcers. As Bondy points out during his training sessions, "no reinforcer means no lesson."
PECS: The Primary Vehicle of Instruction
In the late 1980s, Bondy and speech-language pathologist Lori Frost co-developed the Picture Exchange Communication System. PECS differs significantly from previous picture systems that rely on pointing. PECS teaches the child to initiate communication and to become what Frost and Bondy call a persistent communicator (Frost and Bondy, 1994). It is designed to be an initial mode of communication within a social context. PECS teaches the "essence of communication" – approaching a communicative partner and interacting in an effective manner.
Unlike programs that teach labeling before requesting, PECS training begins with teaching simple requests for concrete items. Requesting is taught first because it is likely to be learned rapidly. From a Skinnerian perspective, requesting (manding) behavior is naturally maintained by its consequences (getting the desired item) whereas labeling is naturally maintained by social reinforcers.
First the child is taught to exchange a picture for a desired object (powerful reinforcer). This is initially done in trial format with the child and the teacher/parent at the same table, with the picture of the item in clear view. Physical (not verbal) prompting by a third person demonstrates for the child what is expected of him in order to get the desired item.
Picture exchanges are practiced in both mass trial format and in numerous natural environment opportunities throughout the day.
When the child masters the exchange independently, more distance is added between the child and the teacher. Eventually the teacher will have his back to the child so the child must get the adult's attention for the exchange to occur. Eye contact becomes a requisite for the exchange. Pictures are supported with verbal words as the adult labels the item as part of the exchange. Training progresses in this way until the child can build complete picture sentences independently and initiate "conversation" (sentence strip exchange) with the teacher.
A PECS book is created for the child with a functional picture "vocabulary". The child should have access to his book across all environments.
One of the major advantages that PECS offers is its universality. The child can communicate with most people that he meets.
Beyond Requesting
After the child is proficient at requesting, teaching focuses on other communicative purposes such as commenting, labeling and answering questions. It is intended to be a two-way system of communication leading to dialogue between the communicative partners.
With a little imagination, PECS can easily be adapted to other methods of direct instruction.
Using a Visual Approach to Communication
PECS was created primarily to teach the process of communication through a visual modality and within a social context. Its intent was to open the door of effective social communication for children by teaching them how to gain attention appropriately and initiate interaction with others. An emphasis on vocal communication is present but secondary. Frost and Bondy observe that many of the children who learn PECS begin speaking soon after. To what extent PECS influences verbal language is unclear. However, many children appear to benefit from the visual bridge to social communication that PECS provides them. The ability to express needs and desires is extremely important for all humans. With functional communication (PECS) the child has the tools to appropriately request in place of engaging in tantrums or other undesirable behaviors. He now has a voice
More Applications of the Use of a Visual Modality
The Pyramid Model also uses pictures in reinforcement systems (visual reward systems), such as token systems and "puzzle" reward cards in which the student earns pieces of a picture of a desired object.
Pictures are used across many different types of interactions throughout the day. They are used as visual supports for verbal instructions, as in showing a picture of a spoon with the request "Let’s get the spoon." Children are also taught to use sequences of pictures as effective schedules for routines or activities.
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