Navsanjivani Development Center

The Picture Exchange Communication System (PECS) is a step-by-step way to teach children (especially those with autism or limited speech) how to communicate using pictures.

Here’s a parent-friendly guide to the different levels

Level 1: How to Ask (Basic Requesting)

“I want that!”

● The child learns to pick up a picture (e.g., cookie) and give it to you
● You immediately give the item

Example:
Child hands you a picture of juice → you say “Juice!” and give juice

Goal: Teach that communication = getting needs met

Level 2: Distance & Persistence

“I can ask anywhere, anytime”

● Child learns to:
○ Go to the picture
○ Go to the parent/teacher
○ Keep trying even if it’s not easy

Example:
Picture is across the room → child walks, gets it, and gives it to you

Goal: Build independence and persistence

Level 3: Picture Discrimination

“I choose what I want”

● Child chooses between 2 or more pictures
● Learns to pick the correct item

Example:
Cookie vs. apple → child picks cookie if they want cookie

This is where mistakes happen—child might grab randomly at first

Goal: Teach meaningful choices

Level 4: Sentence Building

“I can make a simple sentence”

● Child uses a sentence strip:
○ “I want” + item picture

Example:
“I want + ball”

Goal: Build early language structure

Level 5: Answering Questions

“What do you want?”

● Child responds when asked
● Still uses sentence strip

Example:
You ask: “What do you want?”
Child builds: “I want + chips”

Goal: Move from initiating → responding

Level 6: Commenting & Expanding Language

“I can talk about things”

● Child learns to comment, not just request:
○ “I see”
○ “I hear”
○ “I feel”

Example:
“I see + dog”
“I hear + airplane”

Goal: Expand beyond needs into sharing experiences

Simple Way to Remember

PECS goes from: Asking → Choosing → Sentences → Answering → Commenting

Important Parent Reminders

● PECS is not just giving pictures—it’s a structured teaching system

● Always honor the request immediately (especially early levels)

● Don’t force speech—communication comes first
Work with a trained therapist if possible

Teaching “Trying New Foods” at Home
(ABA-Style, Step-by-Step Guide for Parents)

Big Idea

We are not forcing eating — we are teaching tolerance, exploration, and small steps toward trying new foods.

STEP 1: Start SMALL (Tiny Goals First)

Don’t jump straight to “eat the food.” Break it down:
1. Look at the food
2. Touch the food
3. Smell the food
4. Kiss/Lick the food
5. Take a tiny bite
6. Chew and swallow

👉 Your child only needs to succeed at one small step at a time

What to SAY (Script)

Keep language simple and predictable:
● “Just touch it.”
● “Smell the carrot.”
● “One tiny bite.”
● “Then all done.”

STEP 2: Use “First–Then”

This helps motivate and reduce resistance.

Script:
● “First try a tiny bite, then iPad.”
● “First touch broccoli, then toy.”

👉 Show the reward visually if possible

STEP 3: Reinforce IMMEDIATELY

As soon as your child tries—even a small step—reward right away.

Script:
● “Nice trying!”
● “You touched it! Great job!”
● “Yay, you tasted it!”

Reinforcers can be:
● Favorite food
● iPad
● Toy
● Praise + hugs

👉 The harder the step, the better the reward

STEP 4: Use Shaping (Gradual Progress)

If your child refuses to eat:

👉 Accept smaller steps first

Example:
Day 1: Touch food ✅
Day 3: Smell food ✅
Day 5: Lick food ✅

Don’t rush. Progress builds confidence.

STEP 5: Keep It SHORT & POSITIVE

● 5–10 minutes only
● End on a success (even a small one)

Script:
● “All done! Good trying!”

STEP 6: How to Respond to Refusal

Stay calm. Avoid forcing or long negotiations.

If child says NO:
Say:
● “Okay, just touch.” (lower the demand)

If child pushes food away:
Say:
● “It’s okay. Let’s try small.”

👉 If needed, go back one step easier

STEP 7: Balance Preferred + New Foods

Always include:
● 1–2 foods your child already likes
● 1 small amount of new food

👉 This reduces stress and builds safety

Practical Example

Snack time setup:
● Crackers (preferred)
● Tiny piece of carrot (new)

Script Flow:
● “First touch carrot, then cracker.”
● (Child touches)
● “Nice! Here’s your cracker!”

Next time:
“First lick carrot, then cracker.”

Important Reminders for Parents
● You are not expected to replace therapists
● The goal is to practice during everyday routines
● Progress may be slow—and that’s okay
● Avoid pressure → it can increase food refusal
● Celebrate every small win

Reality Check (Important)

If a child has:
● Strong gagging
● Extreme food refusal
● Very limited diet

👉 You may need support from:

● Feeding therapist
● Occupational therapist
● ABA therapist

Simple Mindset Shift

Instead of: “My child won’t eat this”

Think: “My child is still learning to tolerate this”

7 HABITS THAT DAMAGE CHILDREN’S BRAIN

Here are 7 habits that can negatively affect a child’s brain development, especially in the early years when the brain is rapidly growing:

1. Excessive Screen Time 📱

Too much exposure to phones, tablets, and TV can:

Delay language development

Reduce attention span

Limit social interaction

Young brains need real-life interaction more than digital stimulation.

2. Lack of Sleep 😴

Sleep is essential for brain growth and memory consolidation. Poor sleep can lead to:

Irritability

Poor concentration

Weak learning ability

3. Constant Shouting or Harsh Discipline 😡

Frequent yelling or harsh punishment can trigger stress responses in the brain, affecting emotional regulation and self-esteem.

4. Poor Nutrition 🍔

Diets high in sugar and processed foods but low in nutrients can impair brain function. The brain needs:

Healthy fats

Proteins

Vitamins and minerals

5. Lack of Play 🎲

Play is not a luxury—it’s essential. It helps develop:

Creativity

Problem-solving skills

Social intelligence

Without play, brain development is limited.

6. Emotional Neglect 💔

When children don’t feel loved, heard, or secure, it can affect how their brain develops—especially areas linked to trust, relationships, and emotional control.

7. Over-Scheduling and Pressure 📚

Too many structured activities and constant academic pressure can:

Increase anxiety

Reduce creativity

Lead to burnout even in young children

🌱 Final Thought

Children’s brains are shaped daily by their environment. Small, consistent positive changes—like more connection, better sleep, and healthy routines—can make a lifelong difference.

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Daily habits and thoughts are often shaped by unconscious biases and emotional triggers, rather than rational decision-making. This phenomenon can have a significant impact on our personal and professional lives, influencing the choices we make and the relationships we form. For instance, during a behaviour session, individuals can gain insight into how these biases and triggers affect their daily routines and interactions, ultimately leading to more effective communication and decision-making.Mindfulness

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Play is a vital part of childhood development, and it's no surprise that children under five spend more time in play therapy sessions than they do in actual playtime outside of therapy. This is because play is a powerful tool for helping young children develop important social, emotional, and cognitive skills. By engaging in play therapy, children can work through challenging behaviors and develop healthy coping mechanisms, leading to improved behavior sessions and a stronger sense of self.

Discover the power of play in early development.

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