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Table of Contents:
Introduction
What is PECS?
What are Visual Schedules?
Key Differences Between PECS and Visual Schedules or Visual Supports
Choosing the Right Tool for Your Child
Conclusion
1.Introduction
A few weeks ago, I was having a conversation with an autism parent, and I realized that they were using the term “PECS” and “visual schedule” interchangeable. This reminded me of how often I have heard even educators make this simple error. Although both are visual supports, they serve very different purposes in the world of autism communication. This realization prompted me to write this piece, aiming to clear up the confusion.
2. PECS: A LOW-TECH AUGMENTATIVE COMMUNICATION SYSTEM
What is PECS?
PECS, or Picture Exchange Communication System, is a simple communication method developed in the 1980s. It was specifically designed to assist individuals, especially those with autism, who struggle to initiate communication meaningfully. This method is a really effective communication tool, especially for those who do not exhibit any of the perquisite skills of communication such as getting someone’s attention or for children that are verbal but find it challenging to direct their communication effectively.
Unlike most augmentative communication systems PECS is addresses social intent behind communication and is taught in a very thought out and systematic behavioral approach that even the struggling learners can be successful at if it is taught properly.
Expressive Communication: PECS focuses on expressive communication, helping individuals express their thoughts, desires, and needs effectively. PECS is entirely about expressive communication, that is helping the individual “say” what they would like to say. It begins by having them use a picture card to request a highly desired item and then progresses to teaching them how to communicate more complex ideas with the help of a “sentence strip” and communicate for a wider variety of reasons such as protesting or commenting.
Why PECS?:
A Systematic Approach: PECS uses a systematic behavioral method to every step of the process and relies heavily on physical prompting that sidesteps the challenge of individuals who may not understand any verbal language or not be able to learn easily from imitation or verbal instructions.
Social Communication: PECS addresses many of the social challenges that individuals with autism may have in communication such as initiation, perseverance, or generalization. These are challenges that are more often seen in children with ASD rather than many other children who may be non-verbal.
Low tech: Even those who have no access to a computer or other electronics could begin a program if they were given the right guidance and had access to paper and pictures.
Who Benefits from PECS?
PECS is ideal for:
Non-Verbal Individuals: Providing them with a voice and a way to communicate their thoughts.
Verbal Individuals who do not direct their communication: Guiding them in channeling their communication effectively.
Individuals that have learning challenges: PECS is broken up into very tiny steps that if given enough repetition, nearly every learner can be successful at, provided they follow the prompting steps carefully.
Structured Progression:
PECS follows a meticulously planned progression of steps and prompt fading but some of these steps include:
1. Learning the basic concept of exchanging a single picture card for something they desire. This fundamental step is the cornerstone, teaching them that communication leads to getting what they want.
2. Discriminating Pictures: As they grasp this concept, they move on to discriminating between different pictures. This stage helps them understand that different images represent various objects, actions, or feelings. It's not merely about dropping any picture; it's about choosing the right one to convey their specific message.
3. Traveling with Picture Cards: Once they master discriminating pictures, they learn to take their communication a step further. Individuals are taught to carry their picture cards with them, empowering them to initiate communication in various situations and environments. It encourages independence, enabling them to express their needs wherever they are.
4. Building Sentences: The journey continues as they progress to using multiple picture cards to form sentences. This step is transformative as it allows individuals not just to make requests but also to comment, share thoughts, or express feelings. It broadens their communication horizons, making their interactions more meaningful and diverse.
5. Generalization: Communicating with a variety of people, in a variety of settings, for a variety of purposes.
In essence, PECS is not just pictures, but rather a systematic communication system to help individuals with autism express what they would like to say.
3. What are Visual Schedules?
Visual schedules are visual aids that use pictures or symbols to represent tasks, activities, or routines in a sequential manner, to help individuals understand what is going to happen, in what order, or in what way.
Benefits of Visual Schedules:
Provides clear expectations and routines.
Reduces anxiety and supports transitions.
Enhances independence and self-management skills.
How Visual Schedules Work:
Visual schedules use symbols, images, or words to represent activities or steps in a task.
Children follow the visual cues to understand what is happening next, promoting a sense of security and order.
Visual schedules can be in many different formats, from simple pictures drawn on a white erase board, to laminated pictures with magnets on the back that are placed on the refrigerator.
4. Key Differences Between PECS and Visual Schedules
Communication Approach:
PECS: Focuses on expressive communication, enabling individuals to initiate communication by handing a picture to a communicative partner.
Visual Schedules: Focuses on receptive communication, helping individuals understand and follow routines and activities. The individual does not have to give a picture to anyone, though they may move a picture from one location to another.
Flexibility and Adaptability:
PECS: Offers flexibility in communication, allowing users to create sentences and express a wide range of thoughts.
Visual Schedules: Provide structure and routine, offering predictability and stability, especially for children who thrive on consistency. Visual schedules can be made for an entire day or even a week or can be small schedules such as a visuals schedule for playtime to help them broaden the variety of activities they will engage in or a bedtime schedule to help a child understand what will happen before bed each night.
Skill Development:
PECS: Focuses on developing expressive language skills, encouraging users to build sentences and communicate their needs.
Visual Schedules: Enhance receptive language skills, helping children understand and follow instructions or routines, leading to improved independence.
Social Interaction:
PECS: Encourages social interaction by initiating communication with others, promoting engagement and connection.
Visual Schedules: Provide a sense of security, enabling individuals to participate in activities independently, promoting self-confidence.
5. Choosing the Right Tool for Your Child:
When deciding between PECS and Visual Schedules, it's essential to consider your child's communication level, preferences, and individual needs. Some children may benefit from a combination of both methods, tailoring the approach to their specific requirements.
IF your child is showing frustration at not being able to communicate wants and needs anytime throughout the day either verbally or through sign language, then PECS may be an effective strategy. PECS is often successful even with children that exhibit a lot of verbal language but struggles to use this language effectively to communicate such as echolalia.
IF your child is exhibiting challenging behaviors throughout the day and you think it may be due to difficulty understanding what is coming up and what will happen then a visual schedule is an easy strategy to try. Visual schedules are often also helpful getting children to accept events or things, such as e
6. Conclusion:
In summary, while both PECS (picture exchange communication system) and visual schedules utilize pictures to support children with autism, they serve distinct purposes.
PECS empowers children to expressively communicate their wants and needs, fostering independent language. On the other hand, visual schedules aid in managing transitions and comprehending verbal information about events and the order they will occur.
It's crucial to maintain separate systems for each, ensuring clarity and effectiveness. By implementing both PECS and visual schedules thoughtfully, parents and caregivers can provide comprehensive support tailored to their child's communication and comprehension needs.
This comparison highlights the unique aspects of PECS and Visual Schedules, providing parents and teachers with valuable insights into choosing the most suitable communication tool for their child with autism.