Evidence-based research has considerably altered the present-day society as the various innovations have diffused into nearly all aspects of modern-day life. In the field of psychology, one of the most prominent developments is the picture exchange communication system (PECs) which permits individuals with minimal to no capacities in communication to relay information through the application of images ( Pierson & Ganz, 2019 ). Specifically, individuals that utilize PECs are trained in a suitable manner of approaching message recipients and offering them a picture of the envisioned item as a prompt of request for that object. Through this approach, an individual with communication challenges can relay the desired information.
There are six interlinked phases of PECs which function collaboratively to achieve the envisioned objectives. The first phase is termed as how to communicate in which the learner (usually an autistic child) gains the necessary insight into exchanging since pictures in expectation of the objects of activities they desire ( Pierson & Ganz, 2019 ). Phase number two is distance and persistence in which children with autism still utilize the pictures but at an advanced level characterized by using the skill in different locations, different individuals, across different distances ( Pierson & Ganz, 2019 ). The third phase is termed as picture discrimination in which autistic children gain skills for the selection of two or additional images to request for objects of their desire.
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Phase number four is sentence structure in which the children with autism gain skills on simple sentence construction through the utilization of clip-on sentence strips. The fifth phase is answering questions in which the child with autism gains skills that will enable them to respond to question concerning the objects of their desire ( Pierson & Ganz, 2019 ). The sixth phase is commenting which entails learning skills to respond to diverse types of questions that utilize all the senses.
Reference
Pierson, L. M., & Ganz, J. B. (2019). Does the use of the Picture Exchange Communication System (PECS) and Focused Playtime Intervention (FPI) improve the communication of children with autism spectrum disorder who are minimally verbal? Evidence-Based Communication Assessment and Intervention , 13 (4), 200-203.
