National Professional Development Center on

Autism Spectrum Disorders

Module: Picture Exchange Communication System (PECS)

Implementation Checklist for PECS

Collet-Klingenberg, L. (2008). Implementation Checklist for PECS. Madison, WI: The National
Professional Development Center on Autism Spectrum Disorders, The Waisman Center,
The University of Wisconsin.

Adapted from and with thanks to:

Frost, L. A., & Bondy, A. S. (2002). The Picture exchange communication system training
manual (2nd ed.). Newark, DE: Pyramid Educational Products, Inc.
Please see Pyramid Educational Products, Inc. at http://www.pyramidproducts.com/ for the
PECS manual and other resources to make implementation more efficient.

Instructions: The Implementation Checklist includes each phase in the PECS process. Please complete
all of the requested information including the site and state, individual being observed/interviewed, and
the learner’s initials. To assure that a practice is being implemented as intended, an observation is always
preferable. This may not always be possible. Thus, items may be scored based on observations with the
implementer, discussions and/or record review as appropriate. Within the table, record a 2
(implemented), 1 (partially implemented), 0 (did not implement), or NA (not applicable) next to each step
observed to indicate to what extent the step was implemented/addressed during your observation. Use
the last page of the checklist to record the target skill, your comments, whether others were present, and
plans for next steps for each observation.

Site: ________________________________________ State: _________________________________

Individual(s) Observed: ________________________ Learner’s Initials: ________________________

Skills below can be implemented by a practitioner, parent, or other team member

Please refer to the PECS module content at www.autisminternetmodules.org for information

related to planning for intervention (e.g., reinforcement selection and materials) and progress
monitoring (i.e., data collection and decision making).

Observation 1 2 3 4 5 6 7 8
Date
Observer’s Initials
Intervention (Phases 1 – 6)

Phase 1. Teaching the Physically-Assisted

Exchange Score**
1. Arrange the training environment by providing one
picture at a time, positioning the communication
partner appropriately, and displaying the reinforcer
in view of the learner.

**Scoring Key: 2 = implemented; 1 = partially implemented; 0 = did not implement; NA = not applicable

Picture Exchange Communication System: Implementation Checklist Page 1 of 11

National Professional Development Center on ASD
10/2010
 National Professional Development Center on
Autism Spectrum Disorders

Module: Picture Exchange Communication System (PECS)

Observation 1 2 3 4 5 6 7 8
Date
Observer’s Initials
Phase 1. Teaching the Physically-Assisted
Exchange (cont.)
Score**
2. The communication partner entices the learner by
interacting with the reinforcer (e.g., eating food,
playing with toy).

3. The communication partner opens her/his hand

after the learner initiates the request.

4. As the learner reaches toward the desired item, the

helper interrupts the reach, re-directing the learner
to pick up the picture/symbol by providing a
physical prompt.

5. When the learner has the picture/symbol in hand,

the helper assists the learner in placing it in the
open hand of a communication partner.

6. The communication partner hands the item to the

learner and names the item as the communicative
exchange is made.

7. The helper and communication partner do not

provide the learner with any verbal prompts.

8. The communication partner immediately rewards

the learner with the requested item after the
exchange.

9. The helper fades physical assistance once the

exchange steps are established with the learner.

10. The communication partner fades the open-hand

prompt during the exchange once physical
assistance is faded.

**Scoring Key: 2 = implemented; 1 = partially implemented; 0 = did not implement; NA = not applicable

Picture Exchange Communication System: Implementation Checklist Page 2 of 11

National Professional Development Center on ASD
10/2010
 National Professional Development Center on
Autism Spectrum Disorders

Module: Picture Exchange Communication System (PECS)

Observation 1 2 3 4 5 6 7 8
Date
Observer’s Initials
Phase 2. Expanding Spontaneity
Note: The following steps are completed by the
communication partner unless otherwise noted.

1. Arrange the environment by providing one picture

at a time, positioning the communication partner
appropriately, and displaying the reinforcer in view
of the learner.

2. Entice the learner by interacting with the reinforcer

(e.g., eating food, playing with toy).

3. As training progresses, move away from the learner

so that the learner must move some distance to
make the request.

4. The learner picks up the picture/symbol without

prompting.

5. As training progresses, move the communication

book away so that the learner has to move some
distance to access the pictures/symbols.

6. Hand the item to the learner and name item as the

exchange is made.

7. Provide no verbal prompts to the learner during the

exchange.

8. Immediately reward the learner with the requested

item.

Phase 3. Simultaneous Discrimination of Pictures

Phase 3A. Discrimination Between a Highly
Preferred Icon and a Distracter Icon
1. Provide two pictures of two items (one preferred
and one non-preferred) so that the learner must
move to and pick up the correct (preferred)
picture/symbol from the two pictures.
**Scoring Key: 2 = implemented; 1 = partially implemented; 0 = did not implement; NA = not applicable

Picture Exchange Communication System: Implementation Checklist Page 3 of 11

National Professional Development Center on ASD
10/2010
 National Professional Development Center on
Autism Spectrum Disorders

Module: Picture Exchange Communication System (PECS)

Observation 1 2 3 4 5 6 7 8
Date
Observer’s Initials
Phase 3A. Discrimination Between Highly
Preferred and Distracter Icon (cont.) Score**
2. Entice the learner with both items by interacting
with them.

3. The learner has the picture/symbol in hand and

moves some distance to give it to the
communication partner.

4. Provide social reinforcement as soon as the learner

touches the correct picture.
5. Immediately hand the item to the learner and name
it as the exchange is made.

6. A variety of distracter items and target pictures

are provided in the communication book as the
learner is able to discriminate between two or more
pictures to increase the number of discriminations
he/she must make.

7. Provide no verbal prompts to the learner during the

exchange.

8. Pictures are moved around on the book (e.g.,

diagonal, vertical, horizontal).

Phase 3B. Teaching Simultaneous

Discrimination of Pictures--
Discrimination Correction
Procedure
1. As the learner is able to discriminate between two
or more pictures, add pictures to increase the
number of discriminations he/she must make.

2. Offer ample opportunities for the learner to make

requests.

**Scoring Key: 2 = implemented; 1 = partially implemented; 0 = did not implement; NA = not applicable

Picture Exchange Communication System: Implementation Checklist Page 4 of 11

National Professional Development Center on ASD
10/2010
 National Professional Development Center on
Autism Spectrum Disorders

Module: Picture Exchange Communication System (PECS)

Observation 1 2 3 4 5 6 7 8
Date
Observer’s Initials
3. Present two preferred items to the learner with two
pictures as the learner becomes more successful at
discriminating.

4. When the learner makes exchange, respond,

“Okay, take it.” If the learner reaches for the other
item, block access and apply a correction sequence
so that the learner must pick up the correct picture.

Step 3. Error Correction Procedures Score**

1. When the learner gives the wrong picture, pick up
the correct picture, show it to the learner, and
verbally label the picture.

2. When the learner looks at the picture, prompt the

learner to give the correct picture by holding out
hand near the picture, and physically prompting if
necessary.

3. When the learner gives the correct picture, verbally

acknowledge the correct response (e.g., “Yes, the
___.”), but do NOT give the learner the object.
Follow with a non-related directive (e.g., “Touch
your head.”).

4. When the learner follows directive, entice him/her

by interacting with the desired object (e.g., tasting
food item, playing with toy).

5. When the learner touches the correct picture,

provide verbal praise.

6. When the learner gives the correct picture, hands

the desired object to the learner.

Phase 4. Building Sentence Structure

(Note: The helper role is re-introduced in Phase 4)
1. Place the “I want” symbol on the left side of the
sentence strip.

2. When the learner takes the picture from the board,

the helper guides the learner to place the picture
next to the “I want” symbol on the sentence strip.
**Scoring Key: 2 = implemented; 1 = partially implemented; 0 = did not implement; NA = not applicable

Picture Exchange Communication System: Implementation Checklist Page 5 of 11

National Professional Development Center on ASD
10/2010
 National Professional Development Center on
Autism Spectrum Disorders

Module: Picture Exchange Communication System (PECS)

Observation 1 2 3 4 5 6 7 8
Date
Observer’s Initials
Phase 4. Building Sentence Structure (cont.) Score**
3. The helper guides the learner to take the sentence
strip and hand it to the communication partner.

4. The communication partner reads the sentence

strip, points to the symbols on the strip, and gives
the requested item to learner.

5. Replace the sentence strip in the communication

book.

6. On repeated trials, the helper fades physical

guidance until the learner is able to place the
symbol next to the “I want” symbol.

7. After the exchange is established, the helper guides

the learner to place the “I want” symbol on the
sentence strip prior to placing the picture of the item
requested.

8. On repeated trials, the helper fades physical

guidance for placement of the “I want” symbol.

9. As the learner is able to point to the symbols as the

communication partner reads the words, the
communication partner pauses (e.g., 3-5 seconds)
after saying, “I want” and before identifying the
pictured item, thus leaving time for the learner to
name/verbalize the item for him or herself.

10. If learner verbalizes at all during the pause after the

communication partner says, “I want,” the
communication partner provides the requested item
immediately AND provides a lot of verbal praise for
vocalization.

Phase 5. Responding to, “What do you want?”

1. Simultaneously point to the “I want” card and ask,
“What do you want?”
**Scoring Key: 2 = implemented; 1 = partially implemented; 0 = did not implement; NA = not applicable

Picture Exchange Communication System: Implementation Checklist Page 6 of 11

National Professional Development Center on ASD
10/2010
 National Professional Development Center on
Autism Spectrum Disorders

Module: Picture Exchange Communication System (PECS)

Observation 1 2 3 4 5 6 7 8
Date
Observer’s Initials
Phase 5. Responding to, “What do you want?”
(cont.) Score**
2. As the learner is able to complete the sentence “I
want” with a picture, add an increasing delay
between the point and the verbal cue, “What do you
want?”

3. Once the learner demonstrates that s/he is able to

beat the point prompt by responding to the verbal
cue with the “I want” symbol and the desired
picture, provide social praise.

4. Offer ample opportunities for the learner to answer

the question, “What do you want?” along with
opportunities for the learner to initiate requests
without prompting.

Phase 6. Commenting in Response to a

Question
1. Gather material including the items already in the
learner’s requesting vocabulary (but not favorite
items), along with pictures of the items, and a new
picture/symbol for a new sentence starter such as “I
see.”

2. Hold an item, then place the “I see” symbol and the

picture of the item near (but not on) the sentence
strip.

3. Hold up the item and ask, “What do you see?” then

point to the “I see” symbol.

4. If the learner does not pick up the “I see” symbol

after 3-5 seconds, guide him/her to pick it up and
place it on the sentence strip.

5. Wait 5 seconds to see if the learner picks up and

places the picture of the item on the sentence strip.
**Scoring Key: 2 = implemented; 1 = partially implemented; 0 = did not implement; NA = not applicable

Picture Exchange Communication System: Implementation Checklist Page 7 of 11

National Professional Development Center on ASD
10/2010
 National Professional Development Center on
Autism Spectrum Disorders

Module: Picture Exchange Communication System (PECS)

Observation 1 2 3 4 5 6 7 8
Date
Observer’s Initials
Phase 6. Commenting in Response to a
Question (cont.) Score**
6. If the learner completes Step 5, say, “Yes, I see a
___________.”

7. If the learner does not complete Step 5, guide

him/her to do so and then say, “You see a ______.”

8. Reinforce the learner for Steps 5 or 7 with verbal

praise or other reinforcement (but not with the
item).

9. As the learner is able to assemble and use the “I

see” symbol to respond to the question, “What do
you see?”, fade cues.

10. As the learner is able to assemble/use the

exchange to answer “What do you see?”, increase
the number of pictures so that the learner
discriminates between pictures in the assembly
process.

Phase 6. Commenting in Response to a

Question – Differentiating Responses
to Questions
1. As the learner responds reliably to “What do you
see?”, place the “I see” symbol below the “I want”
symbol in the left corner of the communication
book.
2. As the learner is able to respond reliably to “What
do you see?”, intermix questions “What do you
see?” with “What do you want?”

3. When the learner requests appropriately, give

requested item.

4. When the learner labels/comments appropriately,

respond with a verbal confirmation and alternate
reinforcement (not the item itself).

**Scoring Key: 2 = implemented; 1 = partially implemented; 0 = did not implement; NA = not applicable

Picture Exchange Communication System: Implementation Checklist Page 8 of 11

National Professional Development Center on ASD
10/2010
 National Professional Development Center on
Autism Spectrum Disorders

Module: Picture Exchange Communication System (PECS)

Observation 1 2 3 4 5 6 7 8
Date
Observer’s Initials
Phase 6. Promoting Spontaneous
Commenting and Building in
Attributes and Modifications Score**
1. As the learner demonstrates the ability to make
requests and answer questions, eliminate
questioning to promote spontaneous commenting.

2. As the learner demonstrates competencies in

Phase 6, provide opportunities for individualization
of requests by making available pictures for
attributions and/or modifications.
Attributes/modifiers can be added any time after
Phase 4.

**Scoring Key: 2 = implemented; 1 = partially implemented; 0 = did not implement; NA = not applicable

Picture Exchange Communication System: Implementation Checklist Page 9 of 11

National Professional Development Center on ASD
10/2010
 National Professional Development Center on
Autism Spectrum Disorders

Module: Picture Exchange Communication System (PECS)

Date Observer Targeted Skill/Behavior, Comments, and Plans for Next

Initials Steps

Date Observer Targeted Skill/Behavior, Comments, and Plans for Next

Initials Steps

Date Observer Targeted Skill/Behavior, Comments, and Plans for Next

Initials Steps

Date Observer Targeted Skill/Behavior, Comments, and Plans for Next

Initials Steps

Picture Exchange Communication System: Implementation Checklist Page 10 of 11

National Professional Development Center on ASD
10/2010
 National Professional Development Center on
Autism Spectrum Disorders

Module: Picture Exchange Communication System (PECS)

Date Observer Targeted Skill/Behavior, Comments, and Plans for Next

Initials Steps

Date Observer Targeted Skill/Behavior, Comments, and Plans for Next

Initials Steps

Date Observer Targeted Skill/Behavior, Comments, and Plans for Next

Initials Steps

Date Observer Targeted Skill/Behavior, Comments, and Plans for Next

Initials Steps

Picture Exchange Communication System: Implementation Checklist Page 11 of 11

National Professional Development Center on ASD
10/2010