Icon Exchange: The Basics What is PECS? • PECS: Picture Exchange Communication System – Communication system for individuals with limited or no vocal repertoire – Book is the voice box, Icons are the words for nonvocal children at Croyden • PECS/Icon Exchange at Croyden is 6 phases with many subphases Why so much Training? • Because some of our kids at Croyden don’t talk, Icon Exchange is the only way they have to communicate! • If you can ask for something you want, your kid should be able to Think about it… • The easier it is for your kids to communicate: – the less they tantrum – the easier it is to find effective reinforcers • Why? –Because they can tell you what they want! So Remember • Even though Icon Exchange can sometimes be overwhelming, once your kid learns it: – The easier of a time you’ll have – Your kid will have these lifelong communication skills • PECS Book: Voice box • Icons: Words Quiz #1 • 1.) What does PECS Stand for? • 2.) To non-vocal children the PECS book is like their __________ and the Icons are like _____. Actually Getting Started • PECS should be student initiated spontaneous communication • Goal of Phases 1-1E – For student to independently exchange icon for preferred reinforcer – Phases 1-1C two tutor set up is REQUIRED • Phase 1F is when PECS book is introduced Student Initiated Spontaneous Communication? • We want to make sure that when these kids have mastered Icon Exchange they should communicate independently when they want something – without prompts • Because when a child wants something the MO is there to initiate communication to exchange the icon to get the reinforcer Motivation and Reinforcers • Icon Exchange is based around the fact that children want the reinforcer enough to initiate communication • If your child is not interested in the reinforcer, they are not going to use Icon Exchange in the beginning phases – If this is the case you need to do preference assessments. And do them frequently!! Quiz #2 1.) After mastery of Icon Exchange, students should have ability to: a. Independently communicate (without prompts) b. Initiate communication c. Communicate vocally with spoken words or sentences d. Both a & b are correct 2.) If the child is not exchanging the icon what should you do? Two Tutor Setup: Tutor One • Tutor one who sits in front of the child reinforces responses within ½ second • Tutor one also entices child with reinforcers to encourage responses Enticing • Enticing is the act of using a reinforcer naturally to make the reinforcer look more appealing • So non-verbally, naturally, and appropriately using a reinforcer • i.e. making a horse toy gallop, pretending to eat food, pushing a car Prompting vs. Enticing • MAKE SURE THAT YOUR ENTICING DOESN’T TURN INTO PROMPTING! • Prompting is using the reinforcer as a SD to exchange the icon – i.e. waiving arms around with a car making siren noises • Enticing is using the reinforcer in a natural and appropriate way to build a child’s MO Which Is Which? Enticing Prompting Quiz #3 • 1.) What are some examples of enticing? • 2.) What are some examples of prompting? Two Tutor Setup: Tutor Two • Tutor Two is there to prompt responses in the beginning phases • Do not rush prompting! Wait for student to make the response first • Some phases have more prompting than others, make sure you are following these • Tutor two is NOT part of the social interactions. There to help prompting only when necessary Quiz #4 • 1.) Who’s tutor one and two? • 2.) What are their responsibilities? Unintentional External Prompts • These are cues you may not be aware you are giving to your child, but can cause them to respond NOT based on just the want for a reinforcer – Placing book on table – Pushing book in front of them, tapping book – Open hand waiting for icon Don’t Forget! • Do frequent reinforcer assessments to make sure you have a powerful enough reinforcer • Make sure you have the correct icon for the reinforcer – If you don’t have it…ASK TA’S – Having incorrect icons or icons that are too broad (i.e. toy icon) isn’t functional and can cause incorrect pairing If You Don’t Have Good Reinforcers… • The children won’t mand for what they don’t want • And you could run into tantrums Generalization • Generalization of PECS means that children can use it across tutors and locations • We are not just able to speak in one setting, so your children shouldn’t be limited to this either • After phase 1F start generalizing PECS around the classroom, hallway, etc. Consistency • In order to make sure your child can ask for things whenever needed, their book needs to stay in the same spot – This helps them learn PECS faster! • Book location forms are in your child’s binder to make sure that all tutors across shifts keep book in the same spot When To Use PECS • PECS is NOT a procedure!! – You do not run it at one time and then move on – Your child should ALWAYS have the opportunity to ask for things • Even if your child has mastered PECS, their book should always be accessible and available – Except in the case of children who are completely vocal Points and PECS • You will lose points if the book is: • A) Not returned to booth after snack – Doesn’t matter if child can talk/has mastered PECS • B) Inaccessible – I.E.- Available, but not within easy reach (under a toy, across the booth, in procedure bin, etc) • C) Unavailable – I.E.- Not where the child is… – BOOK SHOULD GO EVERYWHERE THE CHILD GOES, unless instructed otherwise by a supervisor Book Availability & Accessibility available and accessible available but inaccessible unavailable and inaccessible Quiz #5 • 1.) Your child’s book should always be ______ and _______. • 2.) When and where should your child use PECS?