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What Is PECS? A Guide to the Picture Exchange Communication System
- Autism-Talk
- Sep 19
- 7 min read
TL;DR: Quick Takeaways
PECS = Picture Exchange Communication System, a structured, low-tech way to teach communication.
Stands out because it includes a step-by-step teaching protocol
Helps kids learn foundational communication skills
Low cost, portable, and useful across settings
Can support later skills in both language and academics.
Table of Contents
The Teaching Protocol
Low Tech, Low Cost
The Role of Pictures: Line Drawings, Photos, and More
I want to begin with a disclaimer: I am not affiliated with PECS. I was trained in it many years ago, and since then I’ve used it in multiple settings—classrooms, my own home with my children, and in parent training sessions both in clinics and in family homes.
While there are exciting new possibilities with high-tech communication devices and assistive technology, I continually come back to this low-cost, low-tech system for children just starting out on their communication journey.
PECS (Picture Exchange Communication System) has been around since the 1980s and remains one of the most widely studied and effective systems for teaching communication to children with autism and other developmental differences (Bondy & Frost, 1994; Flippin, Reszka, & Watson, 2010).
Its power lies not just in the pictures themselves, but in the structured protocol that teaches children what communication is for—and how to make sure their voice is heard.
👉 If you’re wondering about the bigger picture of communication development, you may also like my post on “Will My Autistic Child Talk?”.
A Brief History of PECS
The Picture Exchange Communication System was developed in 1985 by Dr. Andy Bondy and Lori Frost, MS, CCC-SLP. It was first designed for preschool-aged children with autism but has since been used successfully with people of all ages and across a wide range of communication challenges.
Research consistently shows that PECS can increase functional communication and even support the development of spoken language in some children (Ganz et al., 2012).
What Makes PECS Unique?
The Teaching Protocol
PECS is a structured teaching system that helps children use pictures to communicate.
Children are systematically taught to:
Initiate communication instead of waiting to be prompted.
Gain a partner’s attention before handing over a picture.
Persist with communication attempts until the message is understood.
Discriminate between pictures, an essential foundation for both communication and academic skills like reading and categorizing.
This systematic teaching protocol is what makes PECS standout from other communication systems. It is also why it is so important that anyone implementing PECS follows the actual protocol—not just present pictures to child and expect them to use them meaningfully.
Research shows that consistent use of the PECS teaching sequence is key to success (Flippin et al., 2010).
Low Tech & Low Cost
Unlike speech-generating devices, PECS requires nothing more than pictures, Velcro, and a binder (and not even a binder initially). This makes it an affordable option for families and schools. Its accessibility is one of the reasons it’s so widely used around the world (Hart & Banda, 2010).
The Role of Pictures: Line Drawings, Photos, and More
When PECS was first developed, the program included a notebook of line drawings that could be copied or printed for use. Over time, families and teachers have found that PECS works with any kind of picture—line drawings, clip art, or real photos.
Some children respond best to simple line drawings because they reduce visual distractions, while others connect more easily to realistic photographs. The flexibility of PECS allows teams to tailor the pictures to each child’s needs while still following the same structured teaching protocol.
The Six Phases of PECS
PECS is structured around six phases:
Phase I: How to Communicate
Children learn to hand a picture of something they want to their communication partner.
Phase II: Distance and Persistence
They practice traveling to the book and persisting until their partner responds.
Phase III: Picture Discrimination
Children choose between multiple pictures to get the right item.
Phase IV: Sentence Structure
Using a sentence strip, children combine “I want” with a picture.
Phase V: Answering Questions
They begin responding to questions like, “What do you want?”
Phase VI: Commenting
Children expand to social communication, using frames like “I see…” or “I hear…” (Bondy & Frost, 2001).
Common Missteps to Avoid
One of the biggest mistakes I see is when well-meaning adults skip the teaching process and simply provide a child with pictures. While a few children may figure it out, most will not. This often leads to the assumption that PECS “doesn’t work” for that child, when really, the protocol wasn’t followed.
Another common challenge is consistency. PECS is most effective when everyone across environments uses it the same way—parents, teachers, therapists, babysitters. If each adult handles it differently, the child may become confused about whether communication matters in all settings.
What PECS Looks Like in Practice
Sometimes it helps to imagine what PECS looks like in real-life situations. Here are a few simple examples:
Snack Time: A child give a single picture of a goldfish cracker to a waiting adult to ask for a cracker.
Playground: At recess, a child wants to swing. They flip through their PECS book, pull out the swing picture, and walk over to the teacher and hand it to them. The teacher praises them and helps them onto the swing.
At Home: A child who wants to play a specific cartoon on TV. He goes to the refrigerator where their PECS pictures are kept, selects the picture of this cartoon, and hands it to Dad, who responds by switching the channel on the TV.
These examples show how PECS can be woven into daily routines, making communication meaningful and motivating.
Tips for Parents Starting PECS
If your child is just beginning PECS, here are some practical tips to keep in mind:
Follow the protocol: Even if your child seems to “get it,” resist the temptation to skip steps. Each phase builds important skills.
Start with highly motivating items: Think snacks, favorite toys, or activities your child absolutely loves. Motivation makes communication powerful.
Keep materials handy: The pictures or binder with pictures should be within easy reach throughout the day so your child has plenty of opportunities to practice.
Work as a team: Teachers, therapists, siblings, and caregivers should all know how to respond to a child’s picture exchange. Consistency is critical.
Pair pictures with speech: Whenever possible, say the word as you hand over the item. This can help support the development of spoken language over time.
Celebrate small wins: Even if your child only exchanges one picture at first, that’s a huge step toward independence in communication.
Where Can You Get Pictures for PECS?
One of the most common questions parents ask is: “Where do I find the pictures for PECS?” There a lots of options—from professional subscription programs to simple printable downloads.
Boardmaker – This is one of the most widely used symbol libraries in schools and clinics. It’s a subscription program that includes thousands of line drawings designed for communication and visual supports.
Smarty Symbols – Another subscription-based program that offers colorful, modern images. Many therapists and teachers like Smarty Symbols because the pictures are simple but engaging.
Online Printables – You can also find free or low-cost PECS pictures online to download and print at home.
Etsy & Teachers Pay Teachers (TPT) – These marketplaces are full of digital downloads created by educators and parents. You can buy a set once and print as many times as you need. Etsy even offers some printed, laminated picture sets that can be shipped directly to your door if you’d rather not print and cut everything yourself.
👉 I also create my own PECS-style resources that are available in my Rainbow Autism Resources Etsy Shop and TPT store. These are designed to be easy to print, affordable, and parent-friendly.
Why Families & Teachers Like PECS
Accessible – pictures can be printed at home or school.
Portable – can be used anywhere, from playgrounds to grocery stores.
Evidence-Based – numerous studies support its effectiveness in improving communication and sometimes speech.
Flexible – can be used alongside other communication supports, including speech devices later on.
Final Thoughts
Even with the rise of tablets and voice-output devices, PECS remains a foundational, research-backed, low-cost tool for early communication. For many children, it’s the first step toward understanding that communication has power—that their words, pictures, or actions can make an impact on the world around them.
Disclaimer
I am in no way affiliated with PECS. My training was many years ago, and while there may have been small updates to the system, the core principles remain the same. This post reflects both research and my personal experience in using PECS with children at home, in classrooms, and in therapy settings.
Related Resources
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References
Bondy, A., & Frost, L. (1994). The Picture Exchange Communication System. Focus on Autistic Behavior, 9(3), 1–19.
Bondy, A., & Frost, L. (2001). The Picture Exchange Communication System. Behavior Modification, 25(5), 725–744.
Flippin, M., Reszka, S., & Watson, L. (2010). Effectiveness of the Picture Exchange Communication System (PECS) on communication and speech for children with autism spectrum disorders: A meta-analysis. American Journal of Speech-Language Pathology, 19(2), 178–195.
Ganz, J. B., et al. (2012). A meta-analysis of single-case research studies on aided augmentative and alternative communication systems with individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42(1), 60–74.
Hart, S., & Banda, D. R. (2010). Picture Exchange Communication System with individuals with developmental disabilities: A meta-analysis of single subject studies. Remedial and Special Education, 31(6), 476–488.