The Picture Exchange Communication System is often introduced as “handing over a picture,” but the power of PECS sits in its sequence. Each phase adds one skill, and each skill is taught until the learner can use it without prompting. When a program stalls, it is almost always because a phase was rushed rather than because the learner “isn’t ready.”
Phase 1 — How to communicate
The goal is a physically complete exchange: the learner picks up a picture, reaches toward a communication partner, and releases it into their hand. Two adults are typically involved — one as the receiving partner, one as a silent physical prompter behind the learner. No verbal prompts are used, because “What do you want?” quickly becomes the cue the learner waits for.
- Use highly motivating items identified through a short preference check, not assumptions.
- Keep sessions brief and frequent — five one-minute opportunities beat one long drill.
- Fade the physical prompt from hand-over-hand to a light touch at the shoulder within days, not weeks.
Phase 2 — Distance and persistence
Now the communication book moves further away, the partner turns slightly, and the learner must travel and gain attention. This is the phase most often skipped at home, and it is the difference between a child who requests only at the kitchen table and a child who finds you in another room.
Phase 3 — Picture discrimination
Two or more pictures are presented and the learner selects the one that matches what they actually want. Use correspondence checks: if the learner hands you the cracker card, offer the cracker. If they reach for something else, that is data — not defiance — and you re-teach the discrimination with a preferred and non-preferred pair.
Phase 4 — Sentence structure
A sentence strip appears with an “I want” starter followed by the item picture. Read the strip back while pointing, then deliver the item. This is where expressive length grows and where many learners begin producing spoken approximations.
Phase 5 — Answering “What do you want?”
Only after spontaneous requesting is solid do we add the direct question. Introducing it earlier is the single most common reason a learner becomes prompt-dependent.
Phase 6 — Commenting
Sentence starters expand to “I see,” “I hear,” and “I feel.” Commenting is naturally less reinforcing than requesting, so plan social reinforcement carefully and keep requesting opportunities available throughout the day.
If you only change one thing this week, change the ratio: aim for at least thirty communication opportunities a day before you add any new phase.
Tracking progress without burning out
Record two numbers per session — independent exchanges and prompted exchanges. When independence is above eighty percent across three sessions and two different partners, move on. PECSConnect’s behavior and progress tools are built around exactly this rhythm, so you can see the trend without extra paperwork.