Teaching children with autism to engage in peer-directed mands using a picture exchange communication system.

The team worked with nonvocal children with autism. They wanted the kids to ask peers for toys using PECS picture cards.

The adults used two tools. First, they gave the picture to the child only when the child handed it to a peer without help. Second, they gave gentle prompts if the child hesitated. Sessions happened at recess and in the classroom.

Both children started handing picture cards to peers on their own. Most times, the peer gave the item and stayed to chat for a few seconds.

The brief chats showed the mand was truly social, not just a trade. No new spoken words were measured; the gain was in peer-directed picture requests.

Doughty et al. (2002) showed PECS alone can create first requests to adults. Heinicke et al. (2012) moved the same cards toward peers, proving the system can travel across partners.

Anonymous (2019) swapped the book for an iPad and still saw requests grow. The tool changed, but the teach-to-request logic held steady.

Harper et al. (2008) trained peers to give PRT prompts at recess. Heinicke et al. (2012) flipped the job: the child with autism did the asking. Both studies raised social turns, showing two paths to the same playground goal.

You can run this in any room that has peers and preferred items. Start by handing the picture to the child only after they give it to a peer. Prompt lightly, then fade. The peer’s natural reply gives free social reinforcement. In minutes you turn picture cards into real friendships.