icon exchange: the basics. what is pecs? pecs: picture exchange communication system communication...

Icon Exchange:Icon Exchange:The BasicsThe Basics

What is PECS?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 non-

vocal 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

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!!

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

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

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 & Accessibilityavailable and accessible

available but inaccessible

unavailable and inaccessible