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 S D 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? EnticingPrompting

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