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Icon Exchange: The Basics

Learn about PECS, a picture exchange communication system for non-vocal individuals, essential for improving communication skills. Discover the 6 phases of PECS and the importance of training for children without speech abilities.

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Icon Exchange: The Basics

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  1. Icon Exchange:The Basics

  2. 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

  3. 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

  4. 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!

  5. 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

  6. 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

  7. 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

  8. 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!!

  9. 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

  10. 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

  11. 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

  12. Which Is Which? Enticing Prompting

  13. 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

  14. 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

  15. 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

  16. If You Don’t Have Good Reinforcers… • The children won’t mand for what they don’t want • And you could run into tantrums

  17. 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.

  18. 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

  19. 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

  20. 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

  21. Book Availability & Accessibility available and accessible available but inaccessible unavailable and inaccessible

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