Jennifer B. Ganz, University of Texas, San Antonio
Katherine E. Cook, Missouri Western State College
Jawanda Corbin-Newsome, Voices for Autism
Bethany Bourgeois, University of Texas, San Antonio
Margaret Flores, University of Texas, San Antonio

As aberrant behavior is often recognized as the number one form of communication, it becomes imperative that as parents, teachers, and educators we must address and systematically teach or provide all children with an effective means of communication. While many augmentative and alternative communication systems such as manual sign language and the Picture Exchange Communication System (Frost & Bondy, 1994) have shown tremendous success, some students with developmental disabilities students unique needs require more individually tailored communication training that necessitates empirical inquiry and use of collective expertise. Doing so may facilitate the acquisition of skills and behaviors that improve communication skills through independent appropriate means for meeting students’ personal needs and desires.

This article systematically provides a variation of the Picture Exchange Communication System (PECS) including materials, resources, and methodology necessary to implement similar pictorial augmentative and alternative communication systems.

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