1. The document discusses strategies for enticing, prompting, and maintaining motivation during icon exchange training. Enticing involves playing with a reinforcer to gain the student's attention and motivate exchange. Prompting is when the tutor models or physically guides the student to complete an exchange. Maintaining motivation requires frequent preference assessments, using a variety of highly preferred reinforcers, and not allowing access to reinforcers for too long. 2. Key tips include playing appropriately with reinforcers during enticing, avoiding unintentional prompts, and coding "No MO" if no reinforcer motivates the student rather than running unmotivated sessions. 3. Examples are provided for enticing, prompting, motivation versus no

1. Enticing, Prompting,
and Motivation

2. Enticing
• When the tutor plays with the reinforcer to gain the
student’s attention
• Building the student’s motivation for the toy and
increasing the probability of a correct icon exchange
• Making the toy seem cool

3. Enticing: Tips
• Play appropriately with the item
• Don’t be too flamboyant – we want the student to be able
to ask for items that are out of sight (tickles, tag,
common area)
• If enticing is not effective for that reinforcer, conduct a
preference assessment

4. Enticing: Examples
• Pressing the button on the toy to turn on the music or
lights
• Turning through the pages in a book pretending to read
• Pushing a car down a ramp
• Bouncing a ball on the floor
• Blowing bubbles out of reach
• Making a snake with play dough

5. Homework Checkpoint 1
1. What are some examples of enticing?
2. Enticing is when the tutor _____ with the reinforcer to
gain the student’s ________.
3. True OR False: If enticing is not effective with that
reinforcer, it is best to keep trying to entice with that
same reinforcer.

6. Prompting
• When the tutor models the correct exchange or physically
manipulates the student’s body to complete the exchange
• Types of prompts in icon exchange procedure:
• Prompt hierarchy – verbal, gestural, partial physical,
and full physical
• 4 Step Error Correction in Phase 3
• Backward chaining in Phase 4

7. Prompting: Unintentional Prompts
• Be careful of unintentional prompting – there are cues you
may not be aware of that you are giving to the student
that serve as a prompt
• This is a prompt to exchange the icon and is not based on
motivation
• Examples:
• Placing book on the table
• Pushing the book or icon in front of the student
• Open hand waiting for the icon
• Eye contact or giving them an “expectant "look

8. Prompting: Tips
• A trial should be marked incorrect if any prompts not
listed on that phase are required
• Some subphases will require incorrect responses in the
beginning in order to teach the student the skill
• Phase 3
• Phase 4
• Refrain from immediately prompting – see if the student
will autocorrect themselves first

9. Prompting: Examples
• Moving the student’s body toward the book
• Moving the student’s hand toward the icon
• Making eye contact with the student and then looking at
the book
• Moving the book around to gain student’s attention after
taking/blocking playing with reinforcer
• Opening your hand waiting for the icon

10. Homework Checkpoint 2
4. What are some examples of prompting?
5. Prompting is when the tutor ________ the correct
exchange or ____________ the student’s body to
complete the exchange.
6. What are some examples of unintentional prompts?

11. Motivation
• Behavioral definition - a procedure or condition that affects
relevant learning and performance with respect to a
particular reinforcer or aversive condition
• Non-behavioral definition – what the child wants to play with
• Icon exchange is not like other procedures at WoodsEdge
• You do not run it once and then move on
• The student should always have the opportunity to ask for
things
• Even if the student has mastered icon exchange, their
book should always be accessible and available

12. Motivation: Tips
• Conduct frequent preference assessments
• Do NOT run icon exchange if you do not have a reinforcer
the student is motivated for
• Use a variety of reinforcers in the environment that may
be more reinforcing than the toys in the student’s
reinforcer bin
• Common area, bike, trampoline, tag, Ring around the
Rosie

13. Motivation: Tips
• Do not allow the student to engage with the reinforcer for
too long during inter-trial intervals – 10-20 seconds before
taking the reinforcer and requiring another exchange
• If you are having trouble finding an effective reinforcer,
ask a supervisor or the support coordinator for help
• Can code No MO – better to use this code than run the
procedure with no motivation

14. Motivation: Examples of Motivation vs.
No Motivation
 Motivation
 The student attempts to grab the reinforcer out of the tutor’s
hands
 The student gets up to exchange the icon as soon as they see the
reinforcer in the tutor’s hands
 The student engages with the reinforcer for at least 10 seconds
 No Motivation
 The student has access to the reinforcer but engages in problem
behavior or stereotypy instead
 The student throws the toy when the tutor gives it to them
 The student does not get up to exchange the icon when shown the
toy

15. Homework Checkpoint 3
7. When should the icon exchange book be available for the
student to use?
8. If the child is not exchanging the icon or reaching for the
toy, what should you do?
9. Give an example of motivation and an example of no
motivation.
10. If you are unable to find a reinforcer the student is
motivated for, you can have a supervisor code ________
for that session.