It starts with a simple plastic binder. Usually, it’s blue or black, stuffed with laminated squares and scratchy Velcro strips. For a parent sitting in a tiny chair at a speech therapy clinic, that binder can look like a white flag of surrender. They think, "If I give my kid a picture of a cookie, they’ll never actually say the word 'cookie'."
That fear is real. It's also wrong.
The Picture Exchange Communication System (PECS) isn't a replacement for talking; it’s a bridge. Developed in 1985 by Andy Bondy, PhD, and Lori Frost, MS, CCC-SLP, this protocol was designed specifically for people with autism or related developmental disabilities who have little to no functional speech. It’s not just "using pictures." If you’re just pointing at a board to show a kid what's for lunch, you aren't doing PECS. You’re just pointing at stuff.
What People Get Wrong About PECS
Most people think PECS is just a visual schedule. It isn't. The "Exchange" part is the most critical word in the whole acronym.
In traditional speech therapy, we often try to get kids to imitate sounds. "Say 'Ball.' Say 'Ba.'" But for a child who doesn't understand the social power of communication, those sounds are meaningless noise. PECS flips the script. It teaches the child to approach another person and initiate an interaction to get what they want. It’s about agency.
It basically teaches them that their actions can influence the world around them. Honestly, that’s a massive psychological shift for a kid who feels trapped in a world that doesn't understand them.
The Myth of the "Lazy Talker"
There is this lingering, stubborn worry that using a picture communication system PECS will make a child "lazy." The logic goes: if they can just hand over a picture, why would they bother with the hard work of vocalizing?
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Research says the exact opposite.
A meta-analysis published in the Journal of Applied Behavior Analysis and various studies by researchers like Ganz and Simpson have shown that PECS often increases the likelihood of speech. Why? Because it reduces the frustration that leads to meltdowns. When the pressure to perform a complex motor task (speaking) is lowered, the brain is freed up to focus on the social connection. Once a child masters the exchange, they often start pairing the picture with a grunt, then a syllable, then the word itself.
The Six Phases: It’s a Ladder, Not a Buffet
You can't just skip to the end. PECS follows a very specific six-phase protocol that is strictly evidence-based. If you mess up the order, the whole system sorta falls apart.
Phase 1: The Physical Exchange
This is the "aha!" moment. There are no words here. The child sees something they really want—maybe a Cheeto or a specific dinosaur toy. With the help of a "physical prompter" standing behind them, the child picks up a picture of that item, reaches toward a "communicative partner," and drops it in their hand.
The goal? Teaching the child that to get something, they have to give something to someone else.
Phase 2: Increasing Spontaneity and Distance
Now we make it harder. The child has to go find their communication book, rip the picture off, and walk across the room to find the adult. This builds persistence. In the real world, your mom isn't always standing two inches from your face.
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Phase 3: Picture Discrimination
This is where the brain work kicks in. Up until now, there might have only been one picture on the book. Now, there are two. One is something they love (the Cheeto). The other is something they hate (a sock or a piece of paper). If they hand you the picture of the sock, you give them the sock. The look of confusion on their face is a learning moment. They realize, "Wait, the image on the square actually matters."
The Complexity of Sentence Structure
By the time a user reaches Phase 4, they are using a "sentence strip." They aren't just handing over a picture of a "ball." They are putting a "I want" icon next to the "ball" icon.
It sounds simple, but for a non-verbal five-year-old, constructing a multi-part sentence is a monumental cognitive achievement. They are learning grammar. They are learning that "I" is the subject and the "ball" is the object.
- Phase 5: Answering the question "What do you want?"
- Phase 6: Commenting. This is the holy grail. It’s when the child uses the system not just to ask for things, but to say "I see a bird" or "It’s loud."
The Pros and Cons (Because Nothing is Perfect)
Let’s be real for a second. PECS isn't a magic wand. It takes a massive amount of work from parents and teachers.
One of the biggest downsides is the "Velcro factor." Those little squares get lost. They end up under the fridge, in the dog’s mouth, or left behind at the park. If a child loses their "Water" picture and they are thirsty, you’ve effectively cut out their tongue. That’s a heavy responsibility for a caregiver.
Also, PECS is physically limited. You can only fit so many icons on a plastic board. Once a child has a vocabulary of 50 or 100 words, the book becomes bulky and slow. This is usually when families transition to high-tech AAC (Augmentative and Alternative Communication) devices like an iPad with Proloquo2Go or TD Snap.
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However, the reason many SLPs (Speech-Language Pathologists) start with the picture communication system PECS instead of an iPad is that an iPad is too easy to use as a toy. A kid might just want to push the buttons to hear the "boop" sound. The physical exchange of a PECS card ensures the social connection is made.
How to Tell if It’s Being Done Right
If you walk into a classroom and see a kid’s PECS book sitting on a high shelf where they can’t reach it, the system is failing.
Communication is a 24/7 right. It’s not a "lesson" that happens on Tuesdays at 10:00 AM. For PECS to work, the book must be the child’s constant companion. It needs to go to the grocery store, the bathtub (use waterproof lamination!), and the playground.
Another red flag? "Hand-over-hand" prompting from the person receiving the picture. The person the child is talking to should never reach for the picture. They should wait. Communication must be initiated by the child, or it isn't truly communication—it’s just compliance.
Practical Steps for Success
If you’re a parent or educator looking to start or improve the use of the picture communication system PECS, here is the roadmap:
- Get a formal evaluation. Don’t just DIY this from Pinterest. Talk to an SLP who is certified in the PECS protocol. They can help determine if this is the right "entry-point" for your child’s specific motor and cognitive profile.
- Identify "High-Value" Reinforcers. Forget what you want them to ask for (like "juice" or "help"). Start with what they are obsessed with. If it's bubbles, use bubbles. If it's a specific YouTube video, use a screenshot of that video. The motivation must be internal.
- Train the whole village. Everyone in the child’s life—grandparents, siblings, bus drivers—needs to know how to respond to an exchange. If Grandma just gives the kid a cookie because she knows he's hungry, she’s unintentionally undermining his need to use the system.
- Keep the pictures updated. As the child's interests change, the book has to change. If they stop liking Goldfish crackers and start liking pretzels, that Goldfish icon is now dead weight.
- Look for the transition point. Watch for signs that the child is ready for Phase 6 or a high-tech device. If they are flying through their book and getting frustrated by the speed of Velcro, it might be time to move to a digital system.
Ultimately, PECS is about giving a voice to the voiceless. It’s not about the pictures; it’s about the person behind them. When a child hands you a small, wrinkled square of laminated paper, they aren't just asking for a snack. They are telling you that they know you are there, and they have something to say.
Next Steps for Implementation
To begin, conduct a "Preference Assessment." Spend 15 minutes observing the child without interfering. List the top five items they naturally gravitate toward. These will be your "Phase 1" pictures. Next, ensure you have a dedicated PECS binder with a "Sentence Strip" attached to the front, even if you are starting at Phase 1, to familiarize the child with the tool’s structure. Finally, schedule a consultation with a PECS-certified professional to ensure your prompting hierarchy (the way you help the child) doesn't create "prompt dependency," which is the most common reason the system stalls in the early stages.