The Picture Exchange Communication System (PECS) is an evidence-based method that teaches autistic children and adults to communicate by exchanging picture cards for items or activities. Taught in six structured phases, PECS builds spontaneous communication, starting with a simple exchange for a favorite item and progressing toward full sentences and social comments.
Some autistic children may struggle to form or use spoken words, but that doesn’t mean they have any less to communicate. They still have wants, needs, preferences, and feelings just like anyone else. PECS for autism gives them a way to express those needs more clearly, which can reduce the frustration that comes from not being understood.
How PECS Works
Developed by psychologist Andy Bondy and speech-language pathologist Lori Frost, PECS is an augmentative and alternative communication (AAC) system that enables people with limited or no spoken language to communicate. Children learn the method step by step, building from exchanging a single picture to creating phrases, answering questions, and making comments.
If you’re familiar with shaping vs. chaining in ABA — two strategies to build new skills step by step — it may help to know that PECS uses shaping to gradually develop communication.
PECS uses core ABA principles to teach communication.
This includes:
- Prompting: Guiding your child to pick up and exchange the picture.
- Reinforcement: Immediately giving your child what they requested so they learn that communication works.
- Prompt fading: Gradually reducing help until your child can make the exchange independently.
Teaching self-initiation, not just responding
The Picture Exchange Communication System (PECS) for autism was developed with a specific goal — to enable people to initiate communication rather than simply answering questions. Unlike traditional teaching methods that rely heavily on prompting, PECS teaches the child to hand over a picture card whenever they have a want or need.
Why PECS avoids verbal prompts
PECS avoids verbal prompts to prevent prompt dependency, in which a child waits for someone else to cue them before communicating (e.g., “what do you want?”). The goal is for children to initiate communication independently. In this way, PECS actually mirrors natural communication development — children’s first communication attempts are typically self-initiated actions like pointing.
The Six Phases of PECS
PECS is taught in six phases that gradually give the child more independence and more ways to communicate.
At first, the focus is simply on learning that handing someone a picture can get a need met. Then, the child learns additional skills like seeking someone out, choosing the right picture among several, and combining PECS pictures into a request. Once they’ve achieved these milestones, they can expand beyond independently asking for things to respond to questions and comment on what is happening around them.
What Are the Benefits of PECS?
By giving children more control over when and how they communicate, PECS can support:
- Greater independence: Children learn to initiate communication without waiting for someone to ask what they want.
- Functional communication: Gives children a way to express what they want and need, ask for help, make choices, and share things with others.
- Reduced frustration and challenging behaviors: Being able to communicate needs more clearly may reduce frustration and related behaviors. One case study found PECS helpful alongside other behavioral techniques for managing challenging behaviors.
- More accessible communication: Your child can use PECS at home, school, or in the community with people who haven’t received specialized training, as they would with sign language.
Is PECS Outdated?
Some professionals consider PECS outdated for two main reasons. For one, newer AAC tools like speech-generating devices and communication apps offer more ways to communicate. Additionally, some neurodiversity-affirming practitioners have concerns about PECS’ adult-led compliance to achieve skill development — for example, withholding an item until the child shows a card.
Why some practitioners are moving toward high-tech AAC
High-tech AAC can give children access to a much larger vocabulary from the start, making it easier to express thoughts, feelings, questions, and ideas as their communication grows.
Where PECS still fits today
Despite these concerns, PECS is still an evidence-based communication system that can help some children develop functional communication. It is also low-tech and inexpensive, as pictures are kept on a portable PECS board or in a picture exchange communication book — making it an option when a speech-generating device is not available or practical. The best AAC approach depends on each child’s individual communication needs.
Getting Started With PECS
If you have a child with autism who struggles with communication, PECS may be a good fit for jumpstarting foundational skills. ABA centers like United Care can incorporate PECS alongside child-led, play-based methods to build communication, emotional regulation, and other skills that support your child in everyday life.
Working with a trained therapist
Although it uses universal picture cards, the PECS system for autism relies on ABA strategies and should therefore be implemented by a trained professional. A BCBA or speech therapist knows how to motivate your child to use the pictures, provide help when needed, gradually reduce that help, and decide when they’re ready for the next phase.
Using PECS consistently at home
Although PECS should be introduced by a trained professional, you can use it at home to reinforce what your child is learning in therapy. Keep your child’s pictures within reach and encourage exchanges throughout the day, such as asking for a snack, choosing a toy, or picking an activity. Many therapists offer ABA parent training and parent resources to help you with implementing strategies outside of sessions.
Communication That Starts With One Picture
For a parent of a child who cannot yet speak, that first picture exchange can feel like a breakthrough: My child has something to say — and I can understand.
Every child deserves a way to be heard. At United Care, we help children develop practical communication skills that promote emotional regulation, social skill development, and autonomy — so your child can advocate for themselves while you can be more confident and connected as a parent. To learn more about how ABA therapy supports communication goals or to set up an intake session, contact us today.
FAQs
How does a Picture Exchange Communication System work?
A child learns to hand a picture card to a communication partner in exchange for a wanted item or activity. Over six structured PECS phases, this grows from a single simple exchange into full sentences and spontaneous comments.
Why is PECS outdated?
PECS isn’t outdated so much as it’s no longer the only communication method. Some practitioners now prefer newer high-tech, speech-generating devices. Neurodiversity-affirming practitioners also raise concerns about the hand-over-hand prompting PECS uses in its early phases. However, PECS itself remains a well-researched, evidence-based practice — and the right communication system depends on the individual child.
What is the best communication device for autism?
There’s no single best option. PECS, sign language, and speech-generating devices or apps all have research support, and the right fit depends on the child’s motor skills, learning style, and preferences. A speech-language pathologist or BCBA can help evaluate which approach fits best.
Does using PECS stop a child from learning to talk?
No. Research consistently shows that PECS does not prevent speech development, and many children who use PECS go on to develop spoken language alongside or after learning the system.
2 References
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Association for Science in Autism Treatment. (n.d.). Picture Exchange Communication System (PECS). https://asatonline.org/for-parents/learn-more-about-specific-treatments/picture-exchange-communication-system-pecs/
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Malhotra, S., Rajender, G., Bhatia, M. S., & Singh, T. B. (2010). Effects of Picture Exchange Communication System on communication and behavioral anomalies in autism. Indian Journal of Psychological Medicine, 32(2), 141-143. https://doi.org/10.4103/0253-7176.78513
