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PECS® FACTS

PECS® is one form of Augmentative/Alternative Communication (AAC)

AAC refers to the ways a person communicates other than or in addition to speaking. AAC can be used by people of all ages and abilities. Alternative communication may be used when a person has not yet started talking, or they have stopped talking for any reason. Augmentative communication may be used when a person’s speech is not always clearly understood or is not complex or specific enough to meet their daily needs. There are many AAC options such as PECS, sign language, picture point systems, and speech-generating devices.

PECS does not inhibit speech!

Research has shown that the PECS protocol will not inhibit or impede a person’s speech development. In fact, research has shown that the PECS protocol supports speech development, and the teaching strategies used may help some people speak more!

PECS can be implemented by anyone

Pyramid Educational Consultants provides training for anyone and has taught hundreds of thousands of individuals including educators, parents, caregivers, and siblings to successfully implement PECS in many settings. Professionals from varied backgrounds including occupational therapists (OTs), speech language pathologists (SLPs), physical therapists (PTs), paraprofessionals, teachers, social workers, behavior analysts and more have also learned to implement PECS with individuals as young as 18 months through adults in their 80s. There is extensive research showing that caregivers and professionals with a variety of backgrounds and training can implement PECS whether they are at home, school or in the community. While we highly recommend Pyramid hosted PECS Workshops, as they will support individuals in learning about the protocol and its implementation with fidelity, the PECS protocol can also be learned by reading the PECS Manual. Pyramid offers many free resources on our website and informative videos on sites such as YouTube®. 

PECS teaches Expressive Communication

The earliest Phases of the PECS Protocol focus on teaching a learner that communication involves delivering a message to another person. Our focus is on teaching meaningful communication skills immediately, so our early implementation focuses on the learner’s interests. Initiating communication and requesting are the first skills taught in PECS, and the protocol leads to teaching commenting (e.g. I feel, It’s, I don’t like and more!), answering questions and engaging in conversations. We quickly work on teaching our learners self-advocacy skills beginning with indicating “no” and work diligently to honor their choices. PECS is not only about teaching people to ask for things, but to ask for help, to join in activities with others, ask questions, indicate when they don’t want something and other skills significant for them.  

PECS uses Effective Teaching Strategies

When starting PECS, we carefully listen to and observe the people we are teaching to communicate and start with learner led interactions. To teach any skill, we often rely on prompting. Prompts are teaching strategies that help a learner acquire skills, such as communicating, that they do not yet perform without assistance. A prompt is never restrictive, limiting, or used to make someone do something. Many of our young learners do not yet respond to spoken directions or to the modeling of physical actions. The initial prompt (typically physical guidance) in the PECS protocol is used to help an emerging communicator be successful with the physical act of moving the picture. The PECS protocol differs from other communication strategies because it prioritizes teaching individuals to initiate, rather than waiting for a communication partner to initiate, for example by asking learners what they want. The communication partner always waits for the learner to begin or “go first” in the interaction. If the learner strongly protests or resists, we immediately stop providing guidance for the picture exchange. We work quickly to identify what they need or are interested in, but never require communication. Our goal is for independent, autonomous communication, so we eliminate ALL prompts as quickly as possible based on learner performance.

PECS does not require complex or specific set materials

PECS is a picture-based communication system. The PECS user needs a way to store, access, and transport their pictures. There is flexibility in the creation of the materials used to teach PECS. Independent research supports that the type of the picture is not part of the protocol, and we recommend using what is most convenient for your team and appropriate for the learner. To ensure pictures are durable, laminate is often used to protect pictures. However, other options are available, such as packing tape, sheet protectors, etc., and many of the materials can be “home-made.” We love seeing the creative ways families and professionals prepare materials as they teach their learner to communicate with PECS.

PECS and The Pyramid Approach were created to empower individuals to teach and to learn

The Pyramid Approach to Education® (PAE), developed by Dr. Andy Bondy, provides educators and families with specifics on the Why’s, What’s, and How’s of teaching. His approach emphasizes the importance of asking, “how do I help someone learn?” It gives a framework to create effective learning environments, so that every person can experience active engagement in meaningful and functional activities. The PAE is a science-based approach, which helps educational teams and families best support individuals to develop skills that open doors to a rich, happy, and fulfilling life for the learner. The PAE blends a functional approach to behavior analysis while emphasizing the importance of functional communication and generalization. Pyramid Consultants worldwide have various credentials, including behavior analysts, speech pathologists, psychologists, certified teachers, and many others. Our team is passionate, and we pride ourselves on consistently engaging in ongoing conversations with learners, their families, and educational teams to prioritize which skills are most valuable to teach.

PECS uses both Fringe and Core Vocabulary

As with typically developing children, we incorporate vocabulary as it becomes meaningful for our learners.  Initial vocabulary is “fringe” vocabulary so the learner can communicate about specific items and activities.  As “core” words become meaningful, we add those pictures to our learners PECS book. 

PECS and Gestalt Language Processors

PECS can help expand communication skills for all individuals, including learners who may be considered Gestalt Language Processors (GLPs).

PECS Follows a Manualized Protocol and is an Evidence Based Practice

The body of research supporting the effectiveness of PECS as an evidence-based practice is substantial and continues to expand, with more than 240 research articles from all over the world. Research is current and in 2023 alone over 20 articles about PECS were published.