The Picture Exchange Communication System (PECS) was developed to teach children with
autism spectrum disorders (ASD) and related developmental disabilities a functional communication system (Bondy and Frost, 1998), requiring the user to approach a communicative partner and initiate interaction prior to performing a referential communicative act (Bondy, 2001; Charlop- Christy, Carpenter, Le, LeBlanc, and Kellet, 2002). The PECS was only formally introduced to South Africa in 2004, and the purpose of this study was to evaluate the effectiveness of PECS within this specific context, and its effect on the requesting and commenting behaviours and length of verbal utterances of children with ASD.
There are, but only limited to the pictures that are used as references to PECS. I see it this way, and it is proven by the research I have done.
In my opinion, expressive art therapy contributes more than PECS. Because EAT stimulates children to communicate verbally which can be seen when they create art.
The implementation of PECS reduces the anxiety of the student who can communicate immediate needs but the limitation of PECS prevent sa strong development of spontaneous language, in particular emotional language. PECS is a skill more than a communication tool with no option for response or extrapolation. Observations over time has showed in many cases that the students using PECS have greater difficulty to develop verbal communication as it requires more efforts and the involvement of more neurological functions.
As you mentioned, Autism is a spectrum and that is key here. Some people with autism are verbal, some are not. Autism is not correlated with decreased intelligence quotient though behaviors can reveal developmental milestones that have not been mastered. PECS boards are absolutely necessary for nonverbal autism, starting at a young age. It provides these children and adults a way to mand “ask for” what they need out of a list of necessary daily activities and preferred activities. It negates problem behavior that results from that person’s inability to communicate on their own behalf. Providing a PECS board will not of itself instill development of verbal communication, that is a different behavior protocol, in the case you are asking if a PECS board will present you an individual with autism who communicates and acts more like the status quo. PECS are tailored to the the individual, as are all therapeutic efforts. If implemented correctly (successfully non-aversive) it WILL enhance preexisting/enable new communication skills that will decrease problem behaviors that result from unmet needs and I infer, frustration and stress. I have seen pediatric clients show a significant decrease in SIB and aggression once PECS boards are added to their treatment plan. Parents must be on board with the protocol and have a full understanding the full access a student needs towards their PECS board if it is part of their treatment plan. My data shows increases in SIB and physical aggression when PECS boards are misplaced or left at home.
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