The Picture Exchange Communication System

TLDR

PECS is a widely used augmentative system for teaching functional communication, yet empirical evidence of its efficacy remains limited. This study presents two investigations of PECS use among preschool children with severe disabilities. The first study analyzed acquisition data from 31 preschoolers, while the second followed 18 users over a year to assess long‑term effects. Language samples showed that PECS use generalizes to untrained settings and may enhance untrained language functions, and the authors outline directions for future research.

Abstract

The Picture Exchange Communication System (PECS) has become a widely known and used augmentative system for teaching functional communication skills and potentially providing a bridge to speech acquisition. Unfortunately, although there is a great deal of anecdotal clinical evidence about the PECS, there is little empirical information about its efficacy. We present two studies documenting the use of PECS for preschool children with severe disabilities. The first study analyzed the PECS acquisition data for 31 preschool children and demonstrated that young children with severe communication delays and disorders can learn to use PECS quickly and efficiently. The second study followed 18 preschool PECS users for a year. The results of language samples taken at snack time and during free-choice activities indicated that PECS use generalizes to untrained settings and may have concomitant effects on untrained language functions. Directions for future research are discussed.