Picture Exchange Communication System Research

PECS and Autism

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Comparison and Contrast: Picture Exchange Communication System

Autism is a developmental disorder of communication skills, caused by abnormalities in the brain or nervous system. Symptoms usually surface in the first 3 years of life. Treatments are in the form of picture communication systems, medication, diets and social interaction. The most effective appears to be the PECS, which treats in six phases. It has advantages and disadvantages to consider.

Autism and Treatments

Autism is a developmental disorder in the brain and communication skills (Kaneshiro & Zieve, 2012). The causes of this physical abnormality remain unknown, although genetic factors seem important. Language abnormalities among the relatives of autistic children are a common observation. Chromosomal and nervous system abnormalities have also been observed. Autism becomes evident in the first 3 years of life. Most autistic children have difficulty in pretending play, social interactions, and verbal and nonverbal communication (Kaneshiro & Zieve).

Successful treatment is focused on the child’s specific needs (Kaneishiro & Zieve,

2012). Approaches include applied behavior analysis or ABA, Treatment and Education of Autistic and Related Communication Handicapped Children or TEACCH, medications, diet, occupational therapy, physical therapy and speech-language therapy. Visual aids are also found to be helpful (Kaneishiro & Zieve). Alternative approaches have also been developed, such as the Picture Exchange Communication System.

PECS

This is an augmentative and alternative communication or AAC, which uses images instead of speech communication techniques, for the purpose of helping autistic children speak (Prontes, 2012; PEC, 2012). The child hands a picture to a communication partner or teacher for the represented item. It provides the child with a functional outlet of expressing what he normally conveys by speaking. It can be used with a child as early as 2 years old in helping him initiate conversation and express his needs to the others. The observation is that the child’s condition tends to lessen as his ability to communicate increases. Using this system allows the child to talk about things to which the child is already exposed in his actual environment. As an ABA approach, PECS enables careful monitoring and positive reinforcement techniques necessary in teaching behavioral steps and practices (Prontes, PEC).

Six Phases

The first phase initiates the communication process (Prontes, 2012; PEC, 2012). The child is led to choose a picture on the table and to move it to the partner or teacher’s hand in order to obtain the represented item. The teacher’s physical guidance ceases. The second phase teaches distance and persistence. A communication book is presented to the child with a picture on the cover. He locates it and brings to the partner or teacher in exchange for the actual object. The third phase distinguishes between pictures or symbols. The child is shown a picture of his selected item and a second picture of a non-preferred object. He exchanges the pictures and receives the corresponding actual object. If he chooses his preferred item, he receives an animated social reinforcement. But if he exchanges this with a non-preferred item, an error correction sequence comes up. If he distinguishes between the items, correspondence checks are made to assure that his choice corresponds to his choice. Multiple desired items are introduced, thereby increasing the number of pictures presented to the child. The fourth phase begins using sentence structure with a new visual “I want,” intended to teach sentences to the child. A sentence strip is placed on the cover of the communication book. The child is led to place the “I want” strip on the picture of the item or object he desires, remove and then exchange the strip. The partner or teacher shows the strip to the child and reads the phrase to him. Then the child is given the actual desired item. The fifth phase answers direct questions, such as “what do you want?” The child is taught how to answer these questions. And the sixth and last phase aims at building the capability to comment. The child is taught or learns to communicate what he wants or needs. He learns how to comment about anything in the environment. Strips of “I see” and “I hear” are shown one at a time on the communication board systematically (Prontes, PEC).

Comparisons

The TEACCH is a statewide program developed in North Carolina ((Kaneishiro & Zieve, 2012). It also uses pictures and other visual cues to enable the autistic child in order to function independently and manipulate his environment. It aims at improving his adaptation and skills and dealing with problems with the spectrum disorders of autism. Unlike PEC, it does not endeavor to make the child achieve a certain level of development through treatment (Kaneishiro & Zieve).

Voice Output Communication Aids are a type of alternative and augmentative communication system (Research Autism, 2012). These aids are devices, which help a child to speak. The simplest aids record a single pre-recorded message in digitized form when the child presses a button, switch or key. The more advanced type is a software, which allows the child to form and combine his own words and produce new sounds as computerized synthetic speech (Research Autism). These are different from the phases in PECS.

Advantages of PECS

PECS helps the child quickly and more easily develop the function of communicating

(Bondy & Frost as qtd in Wallin, 2004). It is most suitable for a child who does not communicate or speaks with limited effectiveness or difficulties with articulation, or lack of initiative. It is more advantageous than other systems. The exchanges are deliberate and more easily understood. The child initiates the communication and this is desirable. The communication developed is meaningful and, therefore, highly motivating to the child. The materials used are inexpensive, easy to prepare, and easy to carry. The child has an unlimited group of potential communication partners. The child is, thus, able to expand or generalize communication to this wide and varied group quickly. PECS is concrete and visually consistent. It does not require the arduous motor planning required by other sign systems. PECS symbols are also quickly absorbed and then generalized unaided (Bondy & Frost as qtd in Wallin).

Disadvantages

PECS is costlier than other communication systems for autism (Gagnon, 2012). The initial cost is $330, which is costly to many teachers, families and therapists who need to be trained first. The picture cards and binders can also costlier if the parent or teacher buys the ready-made type. But it may be hand-sketched in order to save money (Gagnon).

A non-verbal communication system may delay or repress speech rather than facilitate it (Gagnon, 2012). It requires the full and sustained devotion of the teacher to create constant reinforcement. It may also become limiting to the child to develop greater or more advanced abilities levels. Teachers, parents and speech therapists should continue supplying pictures in sustaining the child’s motivation. This can be frustrating if they run out of them. And it also constantly requires modification of the pictures or binders to help the child communicate. Access to a computer and a printer becomes necessary for most users as some pictures must be especially selected for the child. It can be time-consuming to sustain constant changes required by PECS and to keep its effectiveness (Gagnon).

BIBLIOGRAPHY

Gagnon, M. (2012). The disadvantages of PECS. eHow: Demand Media, Inc. Retrieved

on March 3, 2012 from http://www.ehow.com/info_8036301_disadvantages-pecs.html

Kaneshiro, N.K. And Zieve, David (2012). Autism. Medline Plus: U.S. National Library of Medicine. Retrieved on March 4, 2012 from http://www.nlm.nih.gov.medlineplus.ency/articles/001526.htm

PEC (2012). PECS. Pyramid Educational Consultants: Illinois State University. Retrieved on March 3, 2012 from http://www.autismspectrum.illinoistateedu/resources/factsheets/pictureexchange.shtml

Prontes, I. (2012). About Picture Exchange Communication System. eHow: Demand

Media, Inc. Retrieved on March 3, 2012 from http://www.ehow.com/about_4709781_picture-exchange-communications-system.html

Research Autism (2012). Voice output communication aids and autism. Retrieved on March 13, 2012 from http://www.researchautism.net/autism_treatments_therapies_intervention.ikml-print&ra=73&infolevel=4

Wallin, J.M. (2004). Visual supports. Jason M. Wallin. Retrieved on March 3, 2012 from http://www.polyxo.com/visualsupport/pecs.html

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