PECS Autism Parents: The Complete Guide to the Picture Exchange Communication System

Someone handed you a laminated board covered in pictures. Maybe it came home in your child's backpack after an IEP meeting. Maybe the school SLP demonstrated it for three minutes at a conference table. Maybe a well-meaning therapist sent home a stack of symbols and said, "Try these."

You put them on the fridge. Your child ignored them. You weren't sure if you were doing it wrong, or if the whole thing just didn't work for your kid.

Here's what almost nobody tells parents upfront: PECS — the Picture Exchange Communication System — is not a pile of pictures. It's a structured, 6-phase behavioral communication program that was designed specifically for nonverbal and minimally verbal children. There's a method to it. There's a sequence. And when it's done right, it teaches something that a picture board alone never can: the act of intentionally reaching out to another person to communicate.

This post will walk you through what PECS actually is, how the six phases work in plain English, what you can do at home right now without a certification, and how to make sure your child's school is implementing it correctly.

What PECS Actually Is

PECS stands for Picture Exchange Communication System. It was developed in 1985 by Dr. Andrew Bondy and Lori Frost, who were working with preschool-aged children with autism in the Delaware Autistic Program. The core insight behind PECS was a frustration with systems that put pictures on a table and asked children to "point to what you want" — without ever teaching the child that communication is a social act directed at another person.

PECS fixes that by requiring the child to physically pick up a picture card and hand it to a communication partner. That exchange is the whole point. It's not just about the picture. It's about learning: I can give something to a person, and that person will respond. That's the beginning of intentional communication.

PECS has been studied extensively in peer-reviewed research and is considered an evidence-based practice by the National Autism Center and the What Works Clearinghouse. It's used in schools, clinics, and homes across the world, with children who have autism, cerebral palsy, Down syndrome, and other complex communication needs.

Why "Exchange-Based" Matters

Most picture systems — and there are many — ask the child to point to what they want. Pointing is fine, but it has a ceiling. It doesn't require the child to initiate, doesn't require proximity to a partner, and doesn't naturally generalize across environments.

The exchange is different. When your child picks up a picture and gives it to you, several things are happening at once:

• They are initiating communication (not waiting to be prompted)
• They are directing that communication at a specific person
• They are learning that their action causes a response

That cause-and-effect loop — I gave you this, you gave me that — is the foundation of intentional communication. It's also why many SLPs use PECS as a bridge before introducing high-tech AAC (augmentative and alternative communication) devices. The motor pattern and social understanding developed in PECS transfer directly.

The 6 PECS Phases in Plain English

PECS is not a free-for-all. It has six phases that must be taught in order. Skipping phases is the most common reason PECS fails.

Phase I — The Physical Exchange

Goal: The child picks up a single picture and gives it to a communication partner to receive the desired item.

In Phase I, there is no verbal prompt ("what do you want?"). There is no pointing prompt. There is no question. You simply wait near a highly motivating item — something your child desperately wants — with a single picture of that item visible. When the child reaches for the item, you guide their hand to the card, then to your open hand. You give the item immediately.

There are two adults in early Phase I training: one who acts as the communication partner (the person receiving the card), and one who acts as the physical prompter (guiding from behind). This setup prevents the child from learning to depend on verbal cues. The goal is spontaneous initiation.

Phase I is highly parent-accessible and is usually the first phase taught at home.

Phase II — Distance and Persistence

Goal: The child can travel to find their communication book and their partner — across a room, across settings, with different people.

In Phase II, the communication partner gradually increases distance. The child learns that communication is worth the effort of moving across the room. They also begin working with multiple different partners, so communication isn't locked to one person.

This phase is critical for generalization, and it's often where school implementation falls apart. If a child only exchanges pictures with one teacher at one table, Phase II has not been achieved.

Phase III — Discrimination

Goal: The child can choose the correct picture from among several options.

This phase introduces multiple pictures. The child must select the correct card for what they want, not just grab any card and hand it over. Discrimination training teaches that specific symbols have specific meanings — a prerequisite for any meaningful communication system.

Discrimination training can be intensive. It typically starts with a highly preferred item and a clearly unpreferred item, then gradually increases difficulty as the child's accuracy improves.

Phase IV — Sentence Structure

Goal: The child builds a 4-5 word sentence on a sentence strip ("I want + [item] + please") before exchanging it.

Phase IV introduces a sentence strip — a long strip of velcro that holds multiple cards in sequence. The child learns to pull a "I want" card, add the picture of the desired item, and hand the whole strip to the partner.

This is a major leap. The child is now building proto-sentences — functional language structures that directly parallel spoken grammar. Children who reach Phase IV often show significant growth in other communication areas as well, including vocalizations and single words.

Phase V — "What Do You Want?"

Goal: The child responds to the direct question "What do you want?" by building and exchanging a sentence strip.

Up to this point, the child has been initiating spontaneously. Phase V introduces responsive communication — answering a direct question. The question is introduced gradually, alongside continued spontaneous opportunities, so the child doesn't become prompt-dependent.

Phase VI — Commenting

Goal: The child communicates not just to request, but to comment ("I see a ___", "I hear ___", "I have a ___").

Phase VI is where PECS moves beyond requesting into genuine language function. Commenting is harder to teach because there's no immediate, concrete reinforcer (you don't get anything for saying "I see a dog"). Phase VI requires creative reinforcement strategies and is typically led by a trained SLP.

PECS vs. AAC Apps: Which Comes First?

This is one of the most common questions parents ask, and the honest answer is: it depends on the child.

High-tech AAC devices like Proloquo2Go, TouchChat, and Snap Core First are powerful and worth pursuing. But they require the child to understand that pressing a symbol causes a response from another person — and some children haven't learned that connection yet. They may tap the screen the same way they'd tap a toy: without communicating intent.

PECS teaches the social exchange first — the understanding that I give something, I receive something — which can make the transition to a high-tech device much smoother. Many SLPs start with PECS Phases I–III, then introduce a dedicated AAC device once the child understands intentional communication.

If your child is already using a device with some understanding, PECS may not be necessary. If your child is early in their communication journey and not yet initiating with any system, PECS is often a strong starting point.

For a full comparison of AAC tools and devices, see our guide to AAC communication for nonverbal children.

What Parents Can Do at Home (Without Certification)

You don't need a PECS Level 1 certification to support your child's communication at home. Phases I through III are genuinely parent-accessible with some preparation and consistency.

What you need to start:

• 5–10 pictures of your child's most motivating items (food, favorite toys, videos, activities)
• A way to secure those pictures so they don't slide around (velcro on a small binder or board)
• A communication partner (you) and ideally a second person for early Phase I physical prompting
• The items themselves, kept visible but slightly out of reach

The core principle: follow the child's motivation. Start with what your child wants most — not what you think they should communicate. If crackers are the most motivating thing in the world on Tuesday morning, that's your Phase I target. The motivation is the fuel. Without it, PECS is just handing someone a piece of paper.

For Phase I at home: Set up the motivating item within sight but out of reach. Place the picture card face-up on the table. When your child reaches or moves toward the item, physically guide their hand to the card and then to your open hand. The moment they release the card into your hand, give the item immediately and say the word warmly ("cracker! you want cracker!"). No questions, no verbal prompts before the exchange.

Repeat. Many, many times. With the same items, then with new items as motivation varies.

For Phase II at home: Gradually move the communication board further away. Move yourself further away. Try it at different times of day and in different rooms. Ask a grandparent or sibling to be a communication partner. Generalization happens when the skill holds across people, places, and times — not just at the kitchen table with mom.

For Phase III at home: Once your child is reliably exchanging one picture, add a second. Start with a clearly preferred vs. clearly unpreferred item. Gently redirect if they hand you the wrong picture — offer the actual item named on the correct card, not the item they handed you the wrong card for. This teaches that symbols have specific meaning.

How to Make a Starter PECS Board

You don't need Boardmaker software (though it's excellent if you have access). Free and low-cost options include:

• SymbolStix (available through many schools and online)
• Boardmaker Share (some free community boards available)
• Teachers Pay Teachers (search "PECS starter set" — many free downloads)
• Google Images for simple photo-based cards if your child does better with real photos than line drawings

Setup:

1. Print symbols at approximately 2×2 inches
2. Laminate each card (a basic $25 laminator works fine)
3. Add a small piece of loop velcro to the back of each card
4. Attach hook velcro strips to your binder, board, or sentence strip
5. Store cards in a zippered pouch inside the binder so the full set travels with your child

The whole system should be portable. Your child's communication doesn't stop at the kitchen table, and neither should the PECS board.

Red Flags: When School PECS Is Weak

PECS is only as good as its implementation. Here are the signs that your child's school is not implementing PECS correctly:

1. PECS only happens at "communication time." PECS should be embedded throughout the entire school day — at snack, at recess, in the hallway, during transitions. If it's only used at a desk during a designated activity, the child is not learning to communicate in real life.

2. The child is stuck in Phase I for months or years. Phase I is a starting point, not a destination. If your child has been in Phase I for more than a few months with no progress toward Phase II, something is wrong — either the motivation targets aren't working, the physical prompting is creating dependence, or the data isn't being reviewed.

3. No generalization across partners. If your child only exchanges with one specific teacher or aide, Phase II has not been achieved. Communication must generalize.

4. No data collection. A proper PECS program tracks trials, correct exchanges, independent initiations, and errors. If you ask the teacher what percentage of exchanges are independent and they can't answer, that's a problem.

5. PECS is treated as a replacement for speech, not a bridge. PECS is a communication system, but it should be implemented alongside (not instead of) verbal language stimulation. Vocalizations and approximations during exchanges should be encouraged and reinforced, not ignored.

Requesting PECS in the IEP

If your child doesn't already have PECS as a support, you can request it through the IEP process. Here's what to ask for:

• Evaluation by an SLP familiar with PECS (not all SLPs are trained — ask specifically)
• PECS implementation as a communication support listed in the related services or supplementary aids section
• Collaboration between SLP and classroom teacher — both need to be implementing consistently
• Frequency targets in data collection: specify that data on independent initiations should be tracked daily
• Generalization training written explicitly: across partners, environments, and times of day
• Progression plan: a clear path for how the team will move through phases

You can also ask for parent training as part of the IEP. Schools are required to provide training to support generalization of IEP goals. That means if PECS is a goal, you can request to be trained in how to implement it at home.

For more on writing strong IEP goals, see our guide to IEP goals for autism. For the complete IEP process, see our IEP guide for special needs parents.

PECS as a Foundation, Not a Finish Line

Here is something important to hold onto: PECS is not where your child's communication journey ends.

Children who master Phase III and IV of PECS have demonstrated the ability to discriminate between symbols, build proto-sentences, and initiate communication with intent. Those are exactly the skills needed to use a high-tech AAC device effectively. Many children transition from a PECS binder to a device like Proloquo2Go, TouchChat, or Snap Core First — and the transition is smoother because PECS laid the groundwork.

PECS does not suppress speech. Research consistently shows that children using PECS show the same or greater gains in spoken language compared to children using other methods. The exchange doesn't replace the voice. For many children, it activates it.

Your child's communication story isn't finished. It's just getting started.

Frequently Asked Questions

What does PECS stand for, and who created it? PECS stands for Picture Exchange Communication System. It was created by Dr. Andrew Bondy and Lori Frost in 1985 while working with preschool children with autism in Delaware. It's now one of the most widely used and researched communication interventions for nonverbal and minimally verbal children.

At what age can a child start PECS? PECS can be introduced as early as 12–18 months if communication delays are present, though it's most commonly introduced in preschool years. There is no upper age limit — PECS has been successfully used with older children, teens, and adults. The key requirement is not age but motivation: the child needs to have items or activities they strongly desire.

Will PECS stop my child from developing spoken language? No. This is one of the most common fears parents have, and the research is clear: PECS does not suppress speech. Multiple peer-reviewed studies show that children using PECS develop the same or more spoken language than comparison groups. The physical exchange actually increases vocalizations in many children because they learn that communication gets results.

How is PECS different from just showing pictures to a child? The critical difference is the exchange. Most picture-based strategies ask children to point or look at pictures. PECS requires the child to physically pick up the card and give it to another person. That exchange teaches intentional communication — the understanding that I can reach out to another person and they will respond. Pointing systems skip this step.

How long does it take to see progress with PECS? Phase I can be established in as few as a few days to a few weeks with consistent practice. Progress through the phases varies by child, the consistency of implementation, and the strength of motivation targets. Children who receive PECS across home and school settings typically progress faster than those receiving it only in one environment.

Related Reading

• AAC Communication for Nonverbal Children: A Parent's Complete Guide
• Co-Regulation Strategies for Special Needs Parents
• Potty Training Nonverbal Children with Autism
• How to Write IEP Goals for Autism
• The Complete IEP Guide for Special Needs Parents