One of the most profound challenges for children with autism spectrum disorder (ASD) is communication. Some children with ASD have very limited language skills. As a parent of a child with autism, it can be heartbreaking if you are unable to understand what your child needs or wants.
Therapists who are specially trained in Applied Behavioral Analysis Therapy (ABA), research-proven treatment for autism, work with children with autism and their parents to employ alternative ways to communicate, such as the Picture Exchange Communication System (PECS), speech-generating devices, or sign language. An experienced ABA therapist can work closely with speech providers to identify which method is the best fit for your child.
What is PECS?
PECS was developed in 1985 by Andy Bondy, Ph.D., and Lori Frost, MS, CCC-SLP, and was first used with preschool students with ASD at the Delaware Autism Program. PECS uses pictures and symbols to teach children with ASD who struggle with language how to communicate their wants and needs, emotions and feelings, and to engage in conversation. The best candidates for PECS are children who do not speak, whose speech is unintelligible, or those who are minimally effective communicators.
How does PECS work?
With PECS, children use cards with pictures and symbols to communicate with other people. The cards may have illustrations of food, toys, actions, locations, or other items. The child would then trade that card to receive the item. For example, if the child wants to play with their toy truck, they would find the card with the picture of a toy truck and give it to their parent, therapist, or teacher, who would then provide the item.
It is especially beneficial to begin with items that are particularly motivating for the child, such as favorite things that they exert effort to obtain or resist having taken away.
Phases of PECS
The PECS system is divided into six phases:
Phase I – How to Communicate: The child learns how to communicate by exchanging single pictures for items or activities that they want.
Phase II – Distance and Persistence: The child uses the pictures to use the new skill in different places, with different people, and across distances.
Phase III – Picture Discrimination: The child learns to select from multiple pictures to ask for their favorite thing and uses a communication book (a binder with Velcro strips) to store and remove pictures easily.
Phase IV – Sentence Structure: The child learns to construct simple sentences using an “I want” picture and a picture of the item they are requesting.
Phase V – Answering Questions: The child learns to use the pictures to answer the question, “What do you want?”
Phase VI – Commenting: The child learns to comment in response to questions such as, ”What do you see?” and is taught to form sentences.
Other alternative communication methods and devices
Additional high- and low-tech tools to teach children with ASD to communicate more effectively include speech generating devices and sign language. Voice output communication aids employ devices such as a tablet, computer, or other assistive technology that allow a child to communicate by touching a picture or symbol on the display screen. The device then “says” the word or phrase aloud that corresponds with the picture or symbol. For example, touching a picture of a bowl of cereal might mean, “I want to eat cereal.”
In addition, decades of research have proven the effectiveness of sign language to teach children to communicate. Sign language allows a child to learn sign language and verbal language simultaneously.
At GBC Autism Services, we provide ABA therapy to children with autism in the areas of Chicagoland, Peoria, Normal, Rockford, Springfield, Dekalb, and North-West Indiana. Our services include in-home and clinic-based ABA therapy, early intervention services, school consultations, and social skills groups.
The team at GBC doesn’t only focus on the behaviors that might be seen as weaknesses in children with autism. We accept and appreciate each child’s unique abilities and incorporate them into our programming. In fact, we love to learn about each child’s interests and strengths and only look to help them navigate the world better.
