The Power of PECS for Non-Vocal Individuals

Many people with autism who do not speak vocally are not truly non-verbal. They can communicate in meaningful ways; they just need a method that suits them. Without a reliable way to share their needs or feelings, daily life can become frustrating and isolating. This can lead to anxiety, outbursts, or withdrawal as ways to cope. The Picture Exchange Communication System (PECS) offers a structured, visual way to communicate. For both children and adults, PECS helps build confidence, connection, and independence by showing that every form of communication matters. 

What is PECs? 

The Picture Exchange Communication System (PECS) is an evidence-based augmentative communication system that was created during the 1980s by Andy Bondy and Lori Frost. PECS uses pictures and symbols to help non-vocal or minimally verbal individuals produce functional and meaningful communication (Bondy, 1998; Bondy & Frost, 2001; Bondy, 2001). The system provides a means for an individual to express their wants and needs, and can serve to reduce frustration and problematic behavior that may occur as a result of communicative demands. 

Using PECs is an Impactful tool for Non-Vocal Individuals 

PECS is so meaningful because it speaks to one of the most basic of human needs: to be heard. PECS can be the functional replacement for many of these maladaptive (Charlop-Christy et al., 2002): (Charlop-Christy, 2002) Behaviors, all of which are primarily communication-based in origin. 

● Reducing aggression and self-injury: If you can ask for a break, a sensory tool, or a preferred activity, you have less of a need to hit, scream or engage in other self-injurious behaviors to tell someone you are upset. 

● Replacing withdrawal with interaction: Instead of tuning out, you can hand over a picture or make a simple sentence strip. 

● Minimizing tantrums and shutdown behaviors: Quickly and clearly stating your needs can significantly reduce the stress associated with behavioral crises.

● Promoting independence: PECS gives people the tools they need to help meet their own needs, rather than having to rely completely on others to interpret their signals for them. 

How PECS Training Supports Growth 

PECS training follows a structured six-phase approach, allowing non-vocal learners to progress at their own pace: 

1. Making Requests: Exchanging a picture to request a favorite item or activity.

2. Building Spontaneity: Initiating Communication Without Prompting.

3. Learning Discrimination: Choosing the correct picture from multiple options.

4. Using Sentence Strips: Combining pictures to form sentences, such as “I want a snack.” 

5. Answering Questions: Responding to “What do you want?” to practice back-and-forth communication.

6. Expanding Conversation: Sharing thoughts, feelings, and observations beyond simple requests. 

This structured process ensures immediate, functional success, which builds motivation to use communication instead of unsafe or disruptive behaviors (Ganz et al., 2012). (Ganz, 2008) 

PECS has a profound effect on the life of non-spoken communicators:

● A child who previously hit or yelled when a tablet was taken away now uses a picture quietly to request "one more turn." 

● An adult in a community program who previously eloped from challenging situations now uses PECS to request a calm place. 

● A teen who once sat on the sidelines for group activities now uses PECS to play games, tell likes, and make friends. 

Every application of PECS enables someone to communicate more safely and effectively, and often leads to fewer problem behaviors. 

Tips for Supporting Non-Vocal Communicators:

● Be consistent: Use PECS in all settings, home, school, therapy, and the community. This provides a sense of communication as more natural and predictable. 

● Follow through on the request: Where feasible, follow through on the request placed via PECS. This communicates to the person that their communication is effective and strong, which develops trust and reinforces the value of utilizing their "voice." 

● Begin with high-value motivators: Begin with items or activities highly valued by the individual. 

● Praise small victories: Each time a person utilizes a picture to communicate, it is progress toward safer and more effective communication. 

● Collaborate with specialists: Collaborate with speech-language pathologists and behavior analysts to customize strategies and ensure progress. 

Why This Matters 

Non-vocal does not necessarily mean non-communicative. PECS provides individuals with a functional replacement for maladaptive behavior, turning aggression, self-injury, or withdrawal into overt, safe communication (Bondy & Frost, 2001). (Bondy, 2001). When professionals and caregivers follow through with PECS requests, people discover that their words work. This reduces behavior challenges and boosts confidence, better feelings, and better relationships, building a safer and more connected world for all.

References:

Bondy, A., & Frost, L. (2001). The Picture Exchange Communication System. Behavior Modification, 25(5), 725–744.

Charlop-Christy, M. H., Carpenter, M., Le, L., LeBlanc, L. A., & Kellet, K. (2002). Using the Picture Exchange Communication System (PECS) with children with autism: Assessment of PECS acquisition, speech, social-communicative behavior, and problem behavior. Journal of Applied Behavior Analysis, 35(3), 213–231. 

Ganz, J. B., Simpson, R. L., & Corbin-Newsome, J. (2012). The impact of the Picture Exchange Communication System on requesting and speech development in preschoolers with autism spectrum disorders and developmental delays. Journal of Autism and Developmental Disorders, 42(4), 636–644. 

Lindsay Jeanes- Miren Behavior, Behavior Specialist