Hi friends, welcome back to the Autism Little Learners Podcast. I’m Tara, a speech-language pathologist who has spent over 25 years working with young autistic children and their families.
Today, we’re going to talk about a topic that brings up a lot of feelings for educators, therapists, and parents: the Picture Exchange Communication System, or PECS. Specifically, why PECS isn’t enough for preschoolers.
Now, before I dive in, I want to be clear—PECS is not evil. It’s not “bad.” For many kids, it has opened the door to communication, and that’s something to celebrate. But PECS, on its own, isn’t enough. Our preschoolers need more than compliance-based exchanges to build rich, lifelong communication.
Takeaways
PECS was created in the 1990s to teach kids to request items using pictures.
Traditional PECS training often emphasized compliance over authentic communication.
Rigid use of PECS protocols sometimes caused frustration and meltdowns in children.
PECS has major limitations, including prompt dependency and a narrow focus on requests.
Research shows PECS helps with requesting, but not broader communication or social connection.
Evidence-based practice must balance research, clinical experience, and client perspectives.
Autistic adults report that PECS can restrict autonomy, dignity, and language development.
PECS can be a stepping stone, but should not be the final communication system.
Robust AAC systems provide greater vocabulary, flexibility, and authentic language use.
Communication should always prioritize connection, not compliance.
Resources & Links:
Jordyn Zimmerman’s Article: https://communicationfirst.org/slps-as-aac-gatekeepers/
Julie Roberts Article: https://therapistndc.org/the-problem-with-pecs/
Research Article: https://pure.psu.edu/en/publications/a-review-and-analysis-of-the-picture-exchange-communication-syste
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