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Discrimination Phases

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?

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

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

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.

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


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

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

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


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


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




Step 1: Model
Step 2: Practice
Step 3: Distract
Step 4: Repeat

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



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

Flip the book over
and do an ELO:
 Clap hands
 Tap table
 Touch nose

Move on to step 4


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

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

Switch icon positions only after a correct trial
on the initial trial

Get a supervisor to
DO NOT switch
icons after a correct response on the
code the data sheet,
supervisor
“repeatYour
step”
ofthat
thePECS
4 Step Error Correction
end
shouldsession
use theand move
How should the
 After 3 Implementation
incorrect
trials,
which include
theit?4
supervisor code
on using
the
Problem code
(IP) orthe
reinforcer
Step Error
Correction,
stop the procedure
the Off Task
Code
child tried to grab
 Continuing(OT)
the
procedure then punishes responding
for another
procedure

The 4 step error correction cycle can be
repeated up to a total of 3 times if necessary

If you doNote:
complete 2 full cycles of the 4 step error
Ifthe
you
do
consecutive
correctionIf &
child
still
hasthenot
responded
you
have
to3go
through
4 step
initial trials
&
havepreferred
to go
correctly remove
the
non
error correction
a few
times, you icon so the child
through the 4 step error
can only make
a correct
response,
then move on to
still
only
takeeach
datatime,
on the
initital
correction
STOP
trials,
means you
should
the next initial
trial
placing
non preferred icon
THE which
PROCEDURE
& the
GET
never
have more
back on the
book
IT
CODED
BYthan
A 10 +/- marks
on your sheet
SUPERVISOR

This means in 3 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 the 3 initial trials)

The initial trial is the chance when the child
gets to independently make a response and
choose what item they want.


So, if
I start
the initial
and do
the child
If they reject the item
they
chose
onlytrial
then
you go
rejects the item, I mark the data for the
into the 4 step error initial
correction.
trial as - and do the 4 step error
Then
what do Iofdo?
correction,
the
possibility
You start the
next4 step
Although
the
error with
correction
comes doing
rightthe
That’s
right!and
4 steps up to three times
initial trial,
after
an
incorrect
response
it is not part of the initial
take your next
trial.data
It is
the correction for that initial trial.
mark.
 When the child rejected the item they received a – on
the data sheet and that was the end of the initial trial.
Incorrect on data sheet
Child chooses icon
TAKE DATA HERE
Correct on data sheet
Go onto next trial
Model
1
-Gestural prompt
to preferred icon
Practice
2
-Child exchanges
preferred icon
Distract
3
1
2
Practice
4
-Turn book over
-Turn book back over
-Do ELO
-Child independently
chooses icon
Rejects item
-Label, but do not
give item
Model
Repeat
-Label and give item
3
Distract
Repeat
4
Go onto next
trial
Rejects item
1
Model
Remove the
incorrect icon and
repeat the 4 steps
2
Practice
3
Distract
On repeat they get the treat!
4
Repeat
Go onto next
trial
Do preference
assessment
Go onto next trial



Phases 3B and 3C teach discrimination between
preferred items
What
dothe
I do 4 Step
For incorrect
responses
you
still
use
Instead we offer
during a
them both items at
Error Correction
correspondence
once to check that
check?
Correspondence
checks are necessary for 60%
they want the item
that did the icon
of the trials
exchange for

After the icon exchange the tutor holds out
both preferred items and says “Go ahead, take
it”


So we
label
Trial is correct if the child chooses
thecanitem
the item during
corresponding to the icon they gave
you
a
Trial is incorrect if the child chooses
the item that
correspondence
checkgave
right? you
does not correspond to the icon they
 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)

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

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
Incorrect on data sheet
Child chooses item
TAKE DATA HERE
Correct on data sheet
Go onto next trial
Model
1
-Gestural prompt
to preferred icon
Practice
2
-Child exchanges
preferred icon
Distract
3
Repeat
4
-Turn book over
-Turn book back over
-Do ELO
-Child independently
Incorrect item
chooses icon
-Label, but do not
give item
-Correspondence check
1
Model
2
Practice
3
Distract
Repeat
4
Go onto next
trial
Incorrect item
1
Model
Remove the
incorrect items and
repeat the 4 steps
2
Practice
3
Distract
On repeat they get the treat!
4
Repeat
Go onto next
trial
Do preference
assessment
Go onto next trial

Remember we do not take data on the 4 step
error correction, we only take data on the
initial trial


There should never be any more than 10 + or – on
the data sheet
Note: If you get three consecutive incorrect
responses on the initial trials, stop the procedure
and get it coded by a supervisor

Contact the PECS/IE system manager:
[email protected] or ask a Croyden
supervisor.