An over view of the Discrimination phases of the Icon Exchange

1. Discrimination Phases
Created By: Jennie Shooltz
Behavior Analysis Training System
Western Michigan University

2.  We’re not talking about race and gender, what
we are referring to is being able to choose
between a preferred item and a non preferred
item.
 Which icon will get me something cool, and which
one will get me something crappy?

3.  Always have the correct icon for each item
 If you do not have the correct icon, ask for it
 Reinforce the response within ½ second
 Use a variety of tutors and items, both prefered
and non-prefered
 Tutor should set up for next trial while child is
engaging with the item
 Number of icons on bottom strip is phase
specific

4.  Always have the correct icon for each item
 If you do not have the correct icon, ask for it
 Reinforce the response within ½ second
 Use a variety of tutors and items, both prefered
and non-prefered
 Tutor should set up for next trial while child is
engaging with the item
 Number of icons on bottom strip is phase
specific

5.  A preferred item is an item the child consistently
likes and eats/engages with for a 10 – 15 second
interval
 Eating goldfish
 Putting a puzzle together
 Flipping through a book
 A non-preferred item is an item the child
consistently does not like, and will not engage in
for the 10 – 15 second interval of time
 A spoon
 A shoe
 A piece of paper

6.  Again a non-preferred item is an item the child
consistently does not like and rejects by either not
taking it from you or pushing it away.
 Paper towel
 A sock
 A neutral item is an item that is non-preferred but
used functionally:
 Using a fork to eat
 Drinking from a cup
 Putting on a shoe
 If you find a neutral item for your child do not use
it in the discrimination trials.

7.  Again a non-preferred item is an item the child
consistently does not like and rejects by either not
taking it from you or pushing it away.
 Paper towel
 A sock
 A neutral item is an item that is non-preferred but
used functionally:
 Using a fork to eat
 Drinking from a cup
 Putting on a shoe
 If you find a neutral item for your child do not use
it in the discrimination trials.

8.  In phases 3 and 3A of the icon exchange, we
start teaching the child how to discriminate
between a reinforcing preferred item and a
non-preferred item
 Previously the child always got something good
from exchanging the icon, now they have to look at
the icons to make sure they are getting what they
want

9.  In phases 3 and 3A of the icon exchange, we
start teaching the child how to discriminate
between a reinforcing preferred item and a
non-preferred item
 Previously the child always got something good
from exchanging the icon, now they have to look at
the icons to make sure they are getting what they
want
Question #1:
What is the maximum
number of icons that
can be on the bottom
strip of the PECS book?

10.  Enticing a child to “want” an item is different
from prompting a child to ask for an item
 Examples of prompting with an item:
 “WOW look at this COOL car!”
 “OOO this is a YUMMY cheeto!”
 Examples of enticing with an item:
 Pretend to eat an edible without attending to the
child
 Play with the car by yourself

11. Which is which?

13.  An incorrect trial happens when the child
chooses a non-prefered icon and rejects it when
it is presented to them
 Examples of rejection include:
 Not taking the item from you
 Throwing the item
 Pushing the item away
 Dropping the item
 If rejection of the item occurs, move into the 4 Step
Error Correction

14.  In certain instances of rejection the child may
respond emotionally or aggressively
 If the child cries or tantrums:
 Do not give the child a different prefered item to calm
them
 Work through the rest of the trial, giving prompts as
needed
 After completing the trial do as many ELOs as
necessary to get compliance and move on to the next
trial
 If the child aggresses:
 Block it and continue to work through the trial
 After completing the trial do as many ELOs as
necessary to get compliance and move on to the next
trial

15.  In certain instances of rejection the child may
respond emotionally or aggressively
 If the child cries or tantrums:
 Do not give the child a different prefered item to calm
them
 Work through the rest of the trial, giving prompts as
needed
 After completing the trial do as many ELOs as
necessary to get compliance and move on to the next
trial
 If the child aggresses:
 Block it and continue to work through the trial
 After completing the trial do as many ELOs as
necessary to get compliance and move on to the next
trial

16.  In certain instances of rejection the child may
respond emotionally or aggressively
 If the child cries or tantrums:
 Do not give the child a different prefered item to calm
them
 Work through the rest of the trial, giving prompts as
needed
 After completing the trial do as many ELOs as
necessary to get compliance and move on to the next
trial
 If the child aggresses:
 Block it and continue to work through the trial
 After completing the trial do as many ELOs as
necessary to get compliance and move on to the next
trial
Question #2: Which is an
example of rejection?
A. The child grabs the sock
and makes a hand puppet.
B. The child eats the cheetoh.
C. The child ignores the item
and pretends to sleep.

17.  Allow the child to play with the preferred item for
10–15 seconds before the trial begins
 1 preferred item and 1 non-preferred item is used
 Do preference assessments every few trials to find both
preferred and non-preferred items
 “OOO the new”
 Reinforce the childs correct reaching response
 Make a reinforcing “OOO” sound as the child reaches for
the correct icon during the trial
 For incorrect trials go straight into the 4 Step Error
Correction

18.  Question #3:
 The tutor silently reading a child’s book in front of
the child is an example of what?
 Question #4:
 Exclaiming “VROOM VROOM, this car is so much
FUN!” in front of the child is an example of what?

19.  Again allow the child to play with the reinforcer for
10-15 seconds or allow them to eat the edible
 2 preferred icons and 1 non-preferred icon
 Pay attention to amount of icons used
 Remember number of icons on bottom strip is phase
specific
 Do preference assessments every few trials
 No longer “OOO the new”
 For incorrect responses go directly into the 4 Step
Error Correction

20.  Question #5:
 If a child is given a sock and puts in on his/her foot,
what kind of item is it?
 A: Prefered
 B: Non-prefered
 C: Neutral
 Question #6:
 What phase do we “OOO” the new?

21.  Step 1: Model
 Step 2: Practice
 Step 3: Distract
 Step 4: Repeat

22.  Gesturaly prompt to
the correct icon
 If gestural prompt is
not effective, move to
partial physical prompt
and full physical
prompt if necessary
 That is all step one
requires move on to
step 2

23.  Gesturaly prompt to
the correct icon
 If gestural prompt is
not effective, move to
partial physical prompt
and full physical
prompt if necessary
 That is all step one
requires move on to
step 2

24.  Let the child give you
the icon you
prompted towards
 Label item but do not
give it to the child,
this is just for
practice
 Move on to step 3

25.  Flip the book over
and do an ELO:
 Clap hands
 Tap table
 Touch nose
 Move on to step 4

26.  Flip book back over
 Wait for the child to
make an independent
response.
 Entice if necessary
 If child makes incorrect
response, repeat the 4
Step Error Correction
 "If you go through the 4
step error correction 3
times in one trial,
remove the incorrect
icons so the child has to
make a correct response
during step 4"

27.  Children’s preferences may change often
 If the child changes reinforcers often, make sure you
do frequent preference assessments to ensure that
you have what the child will be motivated enough to
ask for
 Finding a non-prefered item can sometimes be
difficult
 If you are having trouble finding a non-prefered
item, keep doing a preference assessment until you
find one, or ask a supervisor for help

28.  Children’s preferences may change often
 If the child changes reinforcers often, make sure you
do frequent preference assessments to ensure that
you have what the child will be motivated enough to
ask for
 Finding a non-prefered item can sometimes be
difficult
 If you are having trouble finding a non-prefered
item, keep doing a preference assessment until you
find one, or ask a supervisor for help
Question 7: What are
the 4 steps in the 4
Step Error
Correction?

29.  Children’s preferences may change often
 If the child changes reinforcers often, make sure you
do frequent preference assessments to ensure that
you have what the child will be motivated enough to
ask for
 Finding a non-prefered item can sometimes be
difficult
 If you are having trouble finding a non-prefered
item, keep doing a preference assessment until you
find one, or ask a supervisor for help
Question 7: What are
the 4 steps in the 4
Step Error
Correction?

30.  Switch icon positions only after a correct trial
on the initial trial
 DO NOT switch icons after a correct response on the
“repeat step” of the 4 Step Error Correction
 After 3 incorrect initial trials, which include
the 4 Step Error Correction, stop the procedure
 Continuing the procedure then punishes responding

31.  Switch icon positions only after a correct trial
on the initial trial
 DO NOT switch icons after a correct response on the
“repeat step” of the 4 Step Error Correction
 After 3 incorrect initial trials, which include
the 4 Step Error Correction, stop the procedure
 Continuing the procedure then punishes responding
Get a supervisor to
code the data sheet,
end that PECS
session and move
on using the
reinforcer the
child tried to grab
for another
procedure

32.  Switch icon positions only after a correct trial
on the initial trial
 DO NOT switch icons after a correct response on the
“repeat step” of the 4 Step Error Correction
 After 3 incorrect initial trials, which include
the 4 Step Error Correction, stop the procedure
 Continuing the procedure then punishes responding
How should the
supervisor code it?

33.  Switch icon positions only after a correct trial
on the initial trial
 DO NOT switch icons after a correct response on the
“repeat step” of the 4 Step Error Correction
 After 3 incorrect initial trials, which include
the 4 Step Error Correction, stop the procedure
 Continuing the procedure then punishes responding
Your supervisor
should use the
Implementation
Problem code (IP) or
the Off Task Code
(OT)

34.  The 4 step error correction cycle can be
repeated up to a total of 3 times if necessary
 If you do complete 2 full cycles of the 4 step error
correction & the child still has not responded
correctly, remove the incorrect icon and repeat the 4
steps so the child can only make a correct response.
Replace the incorrect icon move on to the next
initial trial
 This means in 3 initial trials, if you had to go
through the 4 step error correction you could have
gone through a total of 9 cycles of 4 step error
correction (3 full cycles for each of 3 initial trials)

35.  The 4 step error correction cycle can be
repeated up to a total of 3 times if necessary
 If you do complete 2 full cycles of the 4 step error
correction & the child still has not responded
correctly, remove the incorrect icon and repeat the 4
steps so the child can only make a correct response.
Replace the incorrect icon move on to the next
initial trial
 This means in 3 initial trials, if you had to go
through the 4 step error correction you could have
gone through a total of 9 cycles of 4 step error
correction (3 full cycles for each of 3 initial trials)
Note:
If you do 3 consecutive
initial trials & have to go
through the 4 step error
correction each time, STOP
THE PROCEDURE & GET
IT CODED BY A
SUPERVISOR

36.  The 4 step error correction cycle can be
repeated up to a total of 3 times if necessary
 If you do complete 2 full cycles of the 4 step error
correction & the child still has not responded
correctly, remove the incorrect icon and repeat the 4
steps so the child can only make a correct response.
Replace the incorrect icon move on to the next
initial trial
 This means in 3 initial trials, if you had to go
through the 4 step error correction you could have
gone through a total of 9 cycles of 4 step error
correction (3 full cycles for each of 3 initial trials)
If you have to go through the 4 step
error correction a few times, you
still only take data on the initital
trials.

38.  The initial trial is the chance when the child
gets to independently make a response and
choose what item they want.
 If they reject the item they chose only then do you go
into the 4 step error correction.
 Although the 4 step error correction comes right
after an incorrect response it is not part of the initial
trial, it is the correction procedure
 When the child rejected the item they received a – on
the data sheet and that was the end of the initial trial.

39.  The initial trial is the chance when the child
gets to independently make a response and
choose what item they want.
 If they reject the item they chose only then do you go
into the 4 step error correction.
 Although the 4 step error correction comes right
after an incorrect response it is not part of the initial
trial, it is the correction procedure
 When the child rejected the item they received a – on
the data sheet and that was the end of the initial trial.
So, if I start the initial trial and the child
rejects the item, I mark the data for the
initial trial as - and do the 4 step error
correction, with the possibility of doing the
4 steps up to three times

40.  The initial trial is the chance when the child
gets to independently make a response and
choose what item they want.
 If they reject the item they chose only then do you go
into the 4 step error correction.
 Although the 4 step error correction comes right
after an incorrect response it is not part of the initial
trial, it is the correction procedure
 When the child rejected the item they received a – on
the data sheet and that was the end of the initial trial.
That’s right!

41.  The initial trial is the chance when the child
gets to independently make a response and
choose what item they want.
 If they reject the item they chose only then do you go
into the 4 step error correction.
 Although the 4 step error correction comes right
after an incorrect response it is not part of the initial
trial, it is the correction procedure
 When the child rejected the item they received a – on
the data sheet and that was the end of the initial trial.
Then what do I do?

42.  The initial trial is the chance when the child
gets to independently make a response and
choose what item they want.
 If they reject the item they chose only then do you go
into the 4 step error correction.
 Although the 4 step error correction comes right
after an incorrect response it is not part of the initial
trial, it is the correction procedure
 When the child rejected the item they received a – on
the data sheet and that was the end of the initial trial.
You start the next
initial trial, and
take your next
data mark.

43. 4
4
4
3
3
3
2
2
2
1
1
1
Child chooses icon
Correct on data sheetIncorrect on data sheet
Practice
-Child exchanges
preferred icon
-Label, but do not
give item
Distract
-Turn book over
-Do ELO
Repeat
-Turn book back over
-Child independently
chooses icon
-Label and give item
Model
-Gestural prompt
to preferred icon
Model Practice Distract Repeat
Model Practice Distract Repeat
Go onto next
trial
Go onto next trial
Go onto next
trial
Do preference
assessment
Go onto next trial
Rejects item
Rejects item
On repeat they get the treat!
TAKE DATA HERE
Remove the
incorrect icon and
repeat the 4 steps

44. 4
4
4
3
3
3
2
2
2
1
1
1
Child chooses icon
Correct on data sheetIncorrect on data sheet
Practice
-Child exchanges
preferred icon
-Label, but do not
give item
Distract
-Turn book over
-Do ELO
Repeat
-Turn book back over
-Child independently
chooses icon
-Label and give item
Model
-Gestural prompt
to preferred icon
Model Practice Distract Repeat
Model Practice Distract Repeat
Go onto next
trial
Go onto next trial
Go onto next
trial
Do preference
assessment
Go onto next trial
Rejects item
Rejects item
On repeat they get the treat!
TAKE DATA HERE
Remove the
incorrect icon and
repeat the 4 steps

45.  Phases 3B and 3C teach discrimination between
preferred items
 For incorrect responses you still use the 4 Step
Error Correction
 Correspondence checks are necessary for 60%
of the trials

46.  Phases 3B and 3C teach discrimination between
preferred items
 For incorrect responses you still use the 4 Step
Error Correction
 Correspondence checks are necessary for 60%
of the trials

47.  Phases 3B and 3C teach discrimination between
preferred items
 For incorrect responses you still use the 4 Step
Error Correction
 Correspondence checks are necessary for 60%
of the trials
What do I do
during a
correspondence
check?

48.  Phases 3B and 3C teach discrimination between
preferred items
 For incorrect responses you still use the 4 Step
Error Correction
 Correspondence checks are necessary for 60%
of the trials
Instead we offer
them both items at
once to check that
they want the item
that they did the
icon exchange for

49.  After the icon exchange the tutor holds out
both preferred items and says “Go ahead, take
it”
 Trial is correct if the child chooses the item
corresponding to the icon they gave you
 Trial is incorrect if the child chooses the item that
does not correspond to the icon they gave you
 Block the incorrect response and go directly into the 4
Step Error Correction
 Start with pointing to the item the child should have
taken( Teach to their reach)

50.  After the icon exchange the tutor holds out
both preferred items and says “Go ahead, take
it”
 Trial is correct if the child chooses the item
corresponding to the icon they gave you
 Trial is incorrect if the child chooses the item that
does not correspond to the icon they gave you
 Block the incorrect response and go directly into the 4
Step Error Correction
 Start with pointing to the item the child should have
taken( Teach to their reach)
So we can label
the item during
a
correspondence
check right?

51.  After the icon exchange the tutor holds out
both preferred items and says “Go ahead, take
it”
 Trial is correct if the child chooses the item
corresponding to the icon they gave you
 Trial is incorrect if the child chooses the item that
does not correspond to the icon they gave you
 Block the incorrect response and go directly into the 4
Step Error Correction
 Start with pointing to the item the child should have
taken( Teach to their reach)

52.  2 preferred items
 Do correspondence check to make sure child is
discriminating between preferred items
 If the child chooses the item they didn’t ask for, go into
the 4 step error correction

53.  4 preferred items
 Do correspondence checks using all 4 items
 For this phase it is easier to put the items on a bin lid so that
they are spread out and easily accessible to the child
 When items are not spread out and accessible, tutors can
easily mistake which item the child is reaching for
 Trial is correct when child chooses the item they asked for
 Trial is incorrect if child chooses a different item then
what they asked for
 Use 4 step error correction for incorrect trials

54.  4 preferred items
 Do correspondence checks using all 4 items
 For this phase it is easier to put the items on a bin lid so that
they are spread out and easily accessible to the child
 When items are not spread out and accessible, tutors can
easily mistake which item the child is reaching for
 Trial is correct when child chooses the item they asked for
 Trial is incorrect if child chooses a different item then
what they asked for
 Use 4 step error correction for incorrect trials

55.  Question 8: True of False: We label the item
before saying “go ahead take it” during
correspondence checks?
 Question 9: True or False: You have to run 10
trails for every PECS session
 Question 10: How often should you do
correspondence checks in phases 3B and 3C?
 A: Never
 B: 20% of the trials
 C: 40% of the trials
 D: 60% of the trials

56. 4
4
4
3
3
3
2
2
2
1
1
1
Child chooses item
Correct on data sheet
Incorrect on data sheet
Practice
-Child exchanges
preferred icon
-Label, but do not
give item
Distract
-Turn book over
-Do ELO
Repeat
-Turn book back over
-Child independently
chooses icon
-Correspondence check
Model
-Gestural prompt
to preferred icon
Model Practice Distract Repeat
Model Practice Distract Repeat
Go onto next
trial
Go onto next trial
Go onto next
trial
Do preference
assessment
Go onto next trial
Incorrect item
Incorrect item
On repeat they get the treat!
TAKE DATA HERE
Remove the
incorrect icon and
repeat the 4 steps

57.  Remember we do not take data on the 4 step
error correction, we only take data on the
initial trial
 Note: If you get three consecutive incorrect
responses on the initial trials, stop the procedure
and get it coded by a supervisor

58.  Contact the Icon Exchange system manager:
Jennie.l.shooltz@wmich.edu or ask a Croyden
supervisor.