A pilot evaluation study of the Picture Exchange Communication System (PECS) for children with autistic spectrum disorders.
A short teacher-training package produced quick PECS gains for 34 UK children with autism, and later studies show the effect holds across cultures and designs.
01Research in Context
What this study did
Magiati et al. (2003) ran a small pilot in the UK. They gave teachers a two-day PECS workshop plus six half-day visits from a consultant.
The team tracked 34 pupils with autism. They measured how fast the kids picked up picture exchanges and new words.
What they found
Children started using PECS quickly. Their picture vocabulary grew right away.
Broader language gains took longer. Spoken words came later than the picture exchanges.
How this fits with other research
Ganz et al. (2004) looked closer at three preschoolers. They saw the same fast PECS mastery, but also found spoken words and longer phrases growing at the same time.
Van der Molen et al. (2010) ran an RCT and showed the gains hold up in new places. Kids used pictures with adults they had never met, proving the skill travels.
Huang et al. (2026) pooled 37 Chinese RCTs with over two thousand children. Their mega-numbers echo the pilot: PECS boosts communication and spills over into social and cognitive skills.
Why it matters
You do not need a long course to start PECS. A weekend workshop plus a handful of coach visits got teachers moving and kids talking with pictures. Use the same light-lift model to launch PECS in your classroom this month. Track picture exchanges first; spoken words will follow.
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02At a glance
03Original abstract
A pilot study was conducted to evaluate the effects of training teachers of children with autistic spectrum disorders (ASDs) in the use of the Picture Exchange Communication System (PECS). Thirty-four children with ASDs (29 boys and 5 girls) were selected from eight specialist schools. Teaching staff attended a 2 day PECS workshop and received six half-day visits from PECS consultants. Data on the children's use of PECS, spontaneous communication, and adaptive behaviour were collected before the study and at set times following the workshop. Significant, rapid increases were recorded in the level of PECS attained by the children, in their PECS vocabulary, and in their frequency of PECS use over time. Improvements in children's general level of communication were slower to occur. The majority of participants showed improvements in their ability to use PECS. The results are discussed in relation to the methodological and practical difficulties that arose during the project.
Autism : the international journal of research and practice, 2003 · doi:10.1177/1362361303007003006