Saturday, April 25, 2015

Picture Exchange Communication System (PECS): Still groundbreaking or becoming outdated?

Picture Exchange Communication System (PECS): Still groundbreaking or becoming obsolete?

Being able to communicate is a skill that many children with Autism struggle with. The severity of the language deficits vary from one child to the next. But amazing technology has been rapidly evolving to meet the communication needs of these children and others like them. One such system is the Picture Exchange Communication System also known as PECS. The picture exchange communication system (PECS) was first created by Lorie Frost and Andy Bondy (Codington, 2013). PECS was created to, “improve the behavioral, communications, and social skills deficits commonly seen in individuals with Autism Spectrum Disorder (ASD)” (Ware, 2010). The amazing thing about PECS is that it can be used anywhere. The way PECS works is that the, “learner identifies a picture of a desired item or activity and then gives that image to a commination partner in exchange with verbal communication” with the intent to for the child, “to be able to initiate dialogue, respond to others’ questions, and comment spontaneously” (PECS, n.d.). There six phases of using PECS is described below:
  • Phase one “How to Communicate”: Focuses on teaching the child how to communicate by exchanging the picture for something that they want.
  •  Phase two “Distance and Persistence”: Focuses the transfer of phase one by generalizing in various settings. 
  • Phase three “Picture Discrimination”: Instead of using one picture children learn how to choose from two or more pictures.
  • Phase four “Sentence Structure”: Children then learn how to put together “I want” sentences with the item they want.
  •  Phase five “Answering Questions”: Once children learn how to construct sentences they use the same format to start to answer the simple question of what do they want.
  •  Phase six “Commenting”: Now children will start using PECS to answer more complex questions such as “What do you see” learning to construct sentences that begin with “I see” and other similar phrases. 

A unique feature about PECS that differentiates it from other communication systems is that it, “does not require prerequisite skills, it was designed to address the lack of motivation for social reinforcement, and it immediately teaches responding before initiating” (Tein, 2008, p. 62).

Key Influential Leaders, Researchers, or Philosophers.
Andrew S. Bondy, and Lori Frost were the key influential leaders in creating PECS in 1985.  Speech pathologists continue to play a critical role in evaluating children for levels of communication and assisting families in finding the best assistive communication device.

Questions for Readers
PECS has been an amazing breakthrough and has impacted countless lives. But as technology advances and new systems emerge will PECS still be just as effective or will it soon become obsolete?
Are there other programs, software applications, or other communication devices that are more effective?


    Additional Resources




References

Codington-Lacerte, C. (2013). Picture Exchange Communication System (PECS). Salem Press Encyclopedia
Ware, L. (2010, August/September 10). iPad App ‘Proloquo2Go’ Gives the Gift of Voice. Health and Behavior. Retrieved from http://www.psmag.com/health-and-behavior/ipad-app-proloquo2go-gives-the-gift-of-voice-22171
PECS. (n.d.). What is PECS? Retrieved April 25, 2015, from http://www.pecsusa.com/pecs.php
Tien, K. (2008). Effectiveness of the Picture Exchange Communication System as a Functional Communication Intervention for Individuals with Autism Spectrum Disorders: A Practice-Based Research Synthesis. Education and Training in Developmental Disabilities, 43(1), 61-76. Retrieved from http://daddcec.org/portals/0/cec/autism_disabilities/research/publications/education_training_development_disabilities/2008v43_journals/etdd_200803v43n1p061-076_effectiveness_picture_exchange_communication_system_functional.pdf

5 comments:

  1. Very good question, Amber! As with most things relative to technology, I think everything will eventually become obsolete, especially with how technology advances so quickly these days. However, I do believe that new technologies are built upon the foundation of older ones that have proven effective and valuable over time. In some way, pieces or whole parts of the original system remains while adjustments are made to make the system more effective, more productive, and more valuable.

    While name-brand software products or hardware devices may themselves become obsolete (Visvader, 2013), I believe the PECS system that has been proven will continue to thrive in the future. However, as Visvader (2013) suggests, it is essential that the designer and instructor “consider experimenting with different types of images, consider various ways of displaying the pictures, and pair pictures with words to foster word recognition” (p. 15).

    By employing these suggestions as well as staying current in the field of adaptive assistive technologies, future instructional designers and instructors will ensure that the PECS system will remain effective and continue to address the needs of those with ASD.





    Reference

    Visvader, P. (2013). AAC basics and implementation: How to teach students who “talk with technology.” Retrieved from http://www.swaaac.com/files/assessandimp/aacbasicsandimplementationboo

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    1. Hi Teresa-
      Thank you for putting so much thought and consideration into your response. I agree that technology is always changing and hopefully it will change for the better to best help students like mine. I think the one thing that Instructional Designers must keep in mind that are numerous technological options and possibilities out there but the most effective tool will depend on each individual child. What works for one child will not necessarily work for another. But with people like us out there doing our best to create the best learning environment we will continue to make gains with our little ones.

      Thank you for sharing.

      Amber G.

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    2. Very good points, Amber! Begin first with the needs of the child in mind -- always the best approach. :o) Thanks for your reply!

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  2. Hi Amber:

    The PEC system is very impressive. I did find another technique that may also be effective: social stories. Social stories are defined as: " short stories, written from a child’s perspective, that describe appropriate behavior in particular social situations. Social stories can be used to teach social skills to students with ASD who may have difficulty understanding how to behave in certain circumstances" (Flynn, Susan). This appears to be a good compliment to the PEC system.

    References:

    Flynn, Susan. (N.D.). Inclusion strategies for students with autism spectrum disorders. Retrieved from: http://www.learnnc.org/lp/editions/every-learner/6692

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    1. Hi Teri-
      Thank you for sharing. You and I think very much alike. I actually use social skill stories every morning with my students. There is one called WonderGroveKids on youtube that teaches children social skills as well as some sign language. Another one I found was "Can You Teach My Alligator Manners" from the Disney Channel. My students really like these and I use them everyday to encourage and guide them in this area.

      Thank you for sharing.
      Amber

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