An evaluation of multiple‐schedule variations to reduce high‐rate requests in the picture exchange communication system

Three boys with autism used PECS to ask for snacks. They asked so often that teachers could not keep up.

The team tested two ways to slow the requests. Both used a multiple schedule: green card meant 'ask now,' red card meant 'do not ask.' In one version the red card stayed on the table. In the other the red card was removed.

Only the 'card-removed' version worked. The boy who got this plan soon matched his asking to the green card. His rate stayed low even when snacks came less often.

The 'card-stays' version did nothing. Requesting stayed high for the other two boys. The red card alone did not stop them from trying.

Fuhrman et al. (2016) saw the same split. Their FCT kids also needed the S- cue gone to stop problem behavior from coming back.

Alfuraih et al. (2024) showed PECS can teach new requesting, but they did not thin reinforcement. Landa adds the next step: once kids ask well, use an S+ only schedule to keep rates reasonable.

Bondy et al. (2004) mapped PECS steps to Skinner's verbal operants. Landa's data show that schedule control, not just teaching, is what keeps manding functional.

If a child with autism floods you with PECS cards, drop the red 'no' card during extinction. Leave only the green 'go' card. This simple cut gives stimulus control and lets you thin reinforcement without losing the skill. One participant proved it holds up weeks later. Try it next time requests get out of hand.