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How to use PECS for nonverbal autism?
For parents and educators of children with nonverbal autism or other developmental disorders, finding ways to communicate can be one of the most challenging yet rewarding tasks. When a child lacks verbal skills, frustration and anxiety can hinder their development and interaction with their environment. Fortunately, there are tools, like the Picture Exchange Communication System or PECS, that can offer them an avenue to express themselves.
During their experience with neurodiversity, many caregivers may wonder: How to use PECS for nonverbal autism?
The truth is these tools can be incredibly helpful in improving communication with your loved one with autism and helping them gain more independence and a better relationship with their environment.
In this ABA Centers of America blog, we will explore how the PECS for nonverbal autism can be a powerful tool to support communication. Our goal is to guide parents and educators in Massachusetts and New Hampshire in the use of PECS, helping them to improve their children’s communication and facilitate their learning process.
What is a Picture Exchange Communication System PECS?
PECS is an alternative and augmentative communication strategy that enables nonverbal children with autism to learn to communicate their needs, wants, and feelings through the exchange of pictures. PECS was developed in 1985 by Drs. Andrew Bondy and Lori Frost have been widely used and studied in the field of autism intervention. Through PECS, children learn to select an image that represents what they want, need, or feel and deliver it to their interlocutor. With time and practice, this skill helps them build a communication foundation that reduces frustration and improves connection with their environment.
To implement PECS for nonverbal autism, caregivers must identify what possible reinforcers motivate their child’s actions. That is, what objects, toys, snacks, or activities do they enjoy?
Understanding PECS for Nonverbal Autism Efficacy
Unlike other methods, PECS does not require prior verbal skills and follows a structure that respects each child’s pace. Research has shown that PECS can not only improve communication but can also have positive effects on children’s behavior and emotional development. Studies by the Journal of Applied Behavior Analysis point out that PECS can help increase social-communicative behaviors and decrease problem behaviors. For many families, PECS for nonverbal autism can become a valuable resource, as it allows children to participate more actively and meaningfully in family and social life, resulting in improved quality of life for all.
New PECS Tools: Innovations for Autism Communication Methods
Over time, the PECS has evolved, and today there are updated tools that offer even more support in communicating with nonverbal children. These tools include digital apps and visual aids that allow parents and educators to implement PECS in a more personalized and accessible way.
Some of the recent enhancements include:
- Mobile Apps for PECS: Today, some apps allow images to be stored and organized on devices such as tablets and phones, making the image selection process more streamlined and engaging for children. For example, PECStalk is an augmentative and alternative communication application for people on the autism spectrum.
- Adaptive Devices: Devices created specifically for children with special needs have voice systems and visual options to communicate through symbols and images. On Amazon, you can find several options to fit your child’s needs and budget.
- Picture and Vocabulary Upgrades: Recent developments have expanded picture options, allowing for customization to fit each child’s needs and preferences. These upgrades help children become more familiar and comfortable with the learning process.
How to Teach PECS for nonverbal autism at Home
If you are considering implementing PECS for nonverbal autism, here is a step-by-step guide that can help you get started quickly and effectively. PECS consists of six phases, each focused on strengthening specific communication skills.
Phase 1: Using Picture Icons
Your child will learn to select a picture and deliver it to express a need. For example, if your child wants a toy, in this phase, your child will learn to find and select the picture of that toy and pass it to the peer with whom they want to communicate.
To assist in this process, the caregiver should provide an environment in which the child can see the image nearby and available. With positive reinforcement, such as praise and gestures of approval, the caregiver must capture the child’s attention and show a willingness to receive the image of what the child wants to communicate in order to access the positive reinforcement.
In this phase, the caregiver will help the child choose the image and deliver it; after this goal occurs, the child receives positive reinforcement. Once the child masters this action, the physical help should disappear so that the child can communicate independently using the image incongruence.
Phase 2: Encouraging Autonomy
Here, the child learns to come to you to deliver the image spontaneously, encouraging their initiative. Place the pictures strategically in the house so that the child feels encouraged to look for you to communicate with. Also, the incentive should remain visible to the child.
As the child uses the PECS for nonverbal autism, the caregiver should move further away from the child to teach them to approach the caregiver to deliver the picture without a command from the communication partner. The child will then learn how to pick up the icon without a request. Finally, the caregiver should move the communication tool further away so that the child understands that they must move to get the image and then move to communicate with the communication partner.
Phase 3: Picture Differentiation
Introduce new images so that the child can communicate choices between various objects or actions. For example, you can show a picture of a favorite toy and a picture of an image that does not have much meaning to the child, encouraging them to choose their favorite.
The goal of this phase is to teach the child to differentiate between various icons and to select among several options, as long as the reinforcement is what gets their attention the most. Then, begin to expand the possibilities.
Phase 4: Building Sentence Structure
At this stage, the child learns to form simple sentences, such as “I want” + (picture of the desired object). Building sentence structure allows for significant progress in communication and encourages the development of basic sentence structure.
Once the child has learned to use 12 to 20 pictures consistently in phase 3, you can begin to teach them to build a sentence structure with the following steps:
- Place the “I want” symbol on the left side of the sentence strip.
- Help the child take the picture from the board and place it next to the “I want” symbol on the sentence strip.
- Help the child take the completed sentence strip and hand it to the communication partner.
- The communication partner reads the sentence strip, points to the symbols, and hands the requested object to the child.
- The communication partner returns the sentence strip to the communication book.
- As the child progresses, gradually reduce assistance and prompts until they can use the phrase strip “I want” independently. If your child can do this, pause after saying “I want” to see if they make any vocalizations and reinforce these vocalizations to encourage vocal speech.
Phase 5: Answering Questions
Your child will learn to respond to simple questions such as “What do you want?”. This skill expands the ways they communicate and allows them to respond more naturally in a variety of situations.
To approach this phase with your child, you should point to the “I want” card and ask your child, “What do you want?”. Then you fade out the gestural cue of pointing to the “I want” icon. Eventually, it would help if you stopped using the “what do you want?” question.
Phase 6: Comments and Personal Expressions
Finally, the child learns to use pictures to express observations or emotions. Here, you can introduce images that represent feelings or everyday activities.
In this phase, you should teach the child to answer questions such as “What do you see?”. To teach this step, you must teach your child to put an icon on the sentence strip in response to the question, “What do you see?”. This step is a similar process to phase 4, where you teach your child to answer the question, “What do you want?”. In this phase, you should also encourage spontaneous comments.
Picture Exchange Communication System (PECS): Tips for Success
- Select the right images: Choose images that are clear, colorful, and easy to identify. Make sure they represent your child’s favorite objects, activities, or foods well, as this will make them more motivated to use them. The images should be simple and specific so that the child can quickly understand what each one means and relate it to their want or needs.
- Create a consistent practice environment: Practicing daily at different times and in different contexts helps PECS become a natural part of your child’s daily life. Try to integrate PECS for nonverbal autism practices into daily activities, such as mealtime, play, or rest routines, so that your child can see the usefulness of PECS in different settings. Consistency reinforces the ability to communicate on an ongoing basis and encourages habit.
- Use praise and positive reinforcement: Every time your child attempts to communicate, be sure to praise and give positive feedback. Celebrating every communication effort, no matter how small, shows them that their attempts are valued. Reinforcement can be verbal praise, smiles, hugs, or even small rewards that motivate them to continue using PECS.
- Work with an ABA therapist: Applied Behavior Analysis (ABA) therapists are professionals trained in the implementation of PECS for nonverbal autism and can be a critical resource in the learning process. During therapy sessions, ABA therapists devote time and attention to teaching the PECS system in a personalized manner, adapting to your child’s pace and needs. They can spend several hours per week working with your child through each phase of PECS, offering structured support that can make a big difference. In addition, ABA therapists will guide you, as a parent, on how best to continue the process at home and provide strategies for overcoming challenges that may arise. Working with an ABA therapist not only optimizes your child’s learning but also provides you with the tools and confidence to implement PECS at home effectively.
Close Support: ABA Centers of America Can Help You on the PECS Journey
PECS for nonverbal autism can open a huge door of communication for children, offering them a way to interact that previously seemed unattainable. While the process can present challenges, every step forward counts, and consistent parental support makes a big difference. If you’re ready to take the first step, remember that you don’t have to do it alone. ABA Centers of America is here to support you in implementing PECS and provide guidance from therapists who specialize in autism care and applied behavior analysis.
To speak with a specialist for free and learn how we can help improve communication for your loved one with autism and encourage other skills through positive reinforcement, call us at (844) 923-4222 or complete our online form.
