AAC | communication | language | PECS | theory review
This article describes the authors believe that the picture-exchange communication system (PECS) is superior to other augmentative and alternative (AAC) approaches. It concludes that PECS training can help children with autism develop speech.
The authors begin by describing various approaches to teaching children with autism to speak, and discuss why they can be ineffective. For instance, some therapists have used picture-pointing systems, in which pictures are placed in front of the child, and the child must point to what he wants. These systems may not work for the many children who are inaccurate pointers at a young age. This inaccuracy results in the communication partner asking questions to figure out what the child wants; the child may then become dependent on these questions. Further, picture-pointing does not require the child to directly approach the communication partner. It thus fails to help the child develop the social skills that are crucial for communication. After outlining these pitfalls, the authors describe PECS, a system that the authors developed to avoid these problems. In PECS, the child learns to choose a picture and give it to the communication partner. The picture is used first to ask for something and later to comment on anything seen or heard in the environment. The authors describe the six phases of PECS training (described in the PECS fact sheet). They also describe additional training meant to increase vocabulary. They conclude by outlining the evidence that PECS training helps children with autism learn to develop speech.
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