The document discusses teaching students with communication impairments the skills of persistence and distance using icon exchange. Phase 2 teaches students to persistently travel a distance to exchange an icon with their tutor. Persistence involves repeatedly engaging behaviors to get the tutor's attention, like shoving the icon in their hand. Distance refers to how far the student must travel to make an exchange, such as 2 feet between the student, book, and tutor. The document provides tips for prompting persistence and distance and examples of behaviors to expect from students at different phases of learning.

1. Distance and Persistence

2. Real Life Example of Distance and
Persistence
 We have all seen the child at the store asking their
mother to buy them candy
 The child will walk 5 feet to their mother to ask for the
candy
 The child will also persist in asking for the candy
 “Please, can I have candy? Mom! Pleeeease?”
 The goal of Phase 2 is to teach our students these skills
using icon exchange

3. Phase 2
 The student begins to use the communication book during
this phase
 The goal of Phase 2 is to have the students learn a
combination of:
 Persistently attempting to exchange the icon
 Traveling a distance to exchange the icon

4. Homework Checkpoint 1
1. The purpose of Phase 2 is to teach our students the skills
of ________ and _______ when communicating using icon
exchange.
2. Explain the example of a child asking his mother for
candy using distance and persistence.

5. Persistence
 Persistence – repeatedly engaging in behaviors in an
attempt to get the tutor’s attention
 Practicing a delay before communicating
 Subphases that require persistence:
 2C
 2D

6. Persistence: Tips
 Use your best judgment for what you think a persistent
response is based on your student
 It is crucial to have a reinforcer the student is motivated
for when teaching them to mand persistently
 Use enticement to gain motivation for the exchange
 Conduct trials both in and out of the booth

7. Persistence: Examples
 Shoving the icon into the tutor’s hand
 Opening the tutors hand and putting the icon in their hand
 Repeatedly tapping on the tutor’s hand or arm with or
without the icon
 Laying the icon on the tutor’s hand and holding it there
 Persistent behaviors are different for each student

8. Homework Checkpoint 2
3. Persistence is _________ engaging in behaviors in an
attempt to get the tutor’s _________.
4. Give an example of a persistent behavior.
5. True OR False: It is important to make sure the child is
motivated for the reinforcer before running a trial.
6. Where should trials be conducted?

9. Distance
 Distance – a measure of how far the student must travel
to make an exchange
 Subphases that require distance:
 2A – student is required to get up
 2B & 2C – tutor is 2 feet from student and book
 2D – 2 feet between student, book, and tutor
 2E – tutor and book are 5 feet from student
 2F – 5 feet between student, book, and tutor

10. Triangle Formation
Subphases 2D & 2F
Book
Child Tutor
For distance training
keep the triangle
formation

11. Distance: Tips
 Use two tutors for Phase 2 whenever possible
 Use your best judgment on determining the proper distance
from tutor to student to book
 Most students tend to overestimate the distance
 Use enticement to gain motivation for the exchange
 Conduct trials both in and out of the booth

12. Distance: When the student approaches
the prompter
 Students need to be able to discriminate who has the reinforcer
they are manding for
 We want the student to approach the communication partner,
not the prompter
 If the student attempts to exchange the icon with the prompter,
the prompter should turn away and avoid eye contact with the
student
 Then the prompter should give the student a chance to “self-
correct”
 If the student remains by the prompter, then the prompter
should physically guide the student to exchange the icon with
the communication partner

13. Homework Checkpoint 3
7. Distance is a measure of how far the student must
______ to make an ________.
8. What should the prompter do if the student
attempts to exchange an icon with them?

14. Error Correction
 Backward chaining – after an error, the tutor puts the
icons back to the place where the student was last correct
and then prompts the student using the prompt hierarchy
to exchange the correct icon
 If it is not clear what the “correct” icon is, conduct a
preference assessment to determine what reinforcer the
student is motivated for
 Remember, if an error correction is used in any phase, the
trial should be marked as incorrect
 This is the error correction for both phases 2 and 4

15. Error Correction in Phase 2 Example
 Phase 2 example: student exchanges a ball icon but does
not accept the ball when the tutor presents it
 Put the ball icon back on the book and gesture to the
correct icon
 If the student still does not exchange the correct icon,
move onto partial and full physical prompts

16. Error Correction in Phase 4 Example
 Phase 4 example: student exchanges “I want spoon” but
does not accept the spoon when the tutor presents it
 Put the sentence strip and the non-preferred icon back
on the book
 Leave the “I want” on the sentence strip – this is where
the student was last correct
 Gesture to the preferred icon on the book
 If the student still does not exchange correct sentence
strip, move onto partial and full physical prompts

17. Homework Checkpoint 4
9. Backward chaining is an error correction where after an
error, the tutor puts the icons back to the place where the
student was last _________ and then prompts the student
using the _____________ to exchange the correct icon.
10.Give an example of using backward chaining with an
incorrect response in phase 4.