Points of Improvement


 

 

  • PECS can be adapted to fit the unique day to day life of each student who uses them. Educators can simply print out pictures that will help students with ASD communicate the wants and needs in their daily life. PECS often include a visual representation and a written representation of a want or need that must be communicated. What is missing is a verbal representation of the want, need, or instruction. If an educator is assisting a student use a PECS they can read out the label on the PECS. If the student does not have the help of their educator and the student is non-verbal, they will miss out on the verbal communication. If there was a way to somehow incorporate verbal instruction into the PECS the communication system could be improved. (Source: Autism Classroom) 


  • It may also be beneficial to have educators universally trained on how to use PECS with their students with ASD. If all educators have the same training using PECS this will insure that the students who use PECS follow the same regimented routines with the communication device. The more practice and consistency students have the PECS the more successful students will be with communicating using the device. (Source: PECS Canada)


Christine Reeve. 10 Reasons Why I Like the Picture Exchange Communication System https://autismclassroomresources.com/10-reasons-why-i-like-picture-exchange/ 

Pyramid Educational Consultants. Picture Exchange Communication System (PECS) https://pecs-canada.com/pecs/ 

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